The Three Faces of Thinking

Bibliographic Data

ID9009192
AuthorsJonathan B King (corresponding author)
Year1986
Volume57
Issue1
Pages78-92
Publication date1986-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Journal of Higher Education (JOURNAL)
Journal identifiersISSN: 0022-1546 • E-ISSN: 1538-4640
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00221546.1986.11778750
OpenAlexW2002225905
LanguageEN
Citations received2
References cited18

Just how important are humanities in education of our youth? Aren't they really just frosting on caketasty, to be sure, but certainly less essential than more rigorous disciplines? If humanities are really that important, then why have the teachers of humanities lost their confidence and sense of mission? Why have humanities become bureaucratized, interest groups defending their turf, rather than a force for deepening our understanding of human values [14, pp. 234-35]? In fact, do music and art really matter? Do poets somehow say it better? Do Moby Dick and The Brothers Karamazov advance our understanding of ourselves in some unique sense? Can't lessons of history be adequately summarized by modern social sciences? And of what possible relevance is Aristotle to our modern era?1 Most of us continue to pay lip service to humanities. Some of us believe that, when properly taught, they provide unique insights and perspectives, refinement and intellectual growth. In particular, some of us believe that there is a profound link between a humanistic

Cognitive psychology · Mathematics education · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Social Psychology

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