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Accountability and the Conditions for Curricular Change
- Copyright
- © 2005 Duke University Press
- ISSN
- 1531-4200
- eISSN
- 1533-6255
- DOI
- 10.1215/15314200-5-2-167
- Publisher site
- See Article on Publisher Site
Abstract
Editors’ Introduction: Vision, Excellence, and the Values of Being Diffi cult Jennifer L. Holberg and Marcy Taylor Don’t teach them writing. Don’t teach them reading. Teach them the habit of giving reasons for what they think, and explain how reading and writing can help them do that. If the basic goal of general education is instilling and exercising the habit of giving reasons, the apt way to characterize the larger commitment of education is that it should be diffi cult and, more exactly, that it is about intellectual diffi culty as something to be sought and about being diffi cult as a way to be. —James F. Slevin Experienced as I am with such excellence, it is nonetheless diffi cult for me to explain. And maybe that diffi culty tells us something about excellence. —Harold Hellenbrand No authority can terminate the pedagogic relation, no knowledge can save us the task of thinking. It is in this sense that the posthistorical University can perhaps relinquish the presumption to unite authority and autonomy in a community uni fied by an idea: be it the idea of reason, culture, communication, or professional excellence. —Bill Readings Our institutions—and it seems most colleges and
Journal
Pedagogy – Duke University Press
Published: Apr 1, 2005