02951cam a22003373u 450000100060000000300070000600500170001300600020003000700050003200800410003701000130007804000110009104100170010205000070011910000370012624500390016326400510020230000470025333600260030033700260032633800360035249000550038850000310044350801850047452016960065953400670235565300140242283000550243685600790249185600430257075711UtSlPG20260610134743.0mcr n260607r20251926utu|||||o|||||||||||||| d  a26023875  aUtSlPG 7aen2iso639-1 4aLC1 aMartin, Everett Dean,d1880-194114aThe meaning of a liberal education 1aSalt Lake City, UT :bProject Gutenberg,c2025  a1 online resource :bmultiple file formats  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier1 aThe People's institute. "Lectures-in-print" series  aRelease date is 2025-03-25  aCarla Foust, Tim Lindell and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)  a"The Meaning of a Liberal Education" by Everett Dean Martin is a philosophical treatise on education written in the early 20th century. The book examines the true nature and purpose of education, especially for adults, emphasizing its value as a means of personal and societal development rather than mere vocational training or propaganda. Martin argues that liberal education is essential for cultivating independent thought, self-mastery, and a well-rounded understanding of human life. The work challenges prevailing trends in education that prioritize utility, organization, and conformity over genuine intellectual growth and freedom.  The opening of the book establishes a sharp critique of popular attitudes toward education, particularly in the United States. Martin observes a widespread but often misguided enthusiasm for education, noting that increased participation in adult learning does not necessarily signal genuine educational progress. He discusses how organizational zeal, utilitarian values, impatience for quick results, and the confusion of education with propaganda undermine the deeper aims of learning. Through historical context and philosophical argument, Martin distinguishes between true liberal education—which fosters critical, independent, and well-balanced individuals—and the forms of training or indoctrination that simply prepare people to conform or to serve external interests. The opening chapters set the stage for a thorough investigation into what it really means to be educated, advocating for education as a transformative, lifelong pursuit rather than a commodity or tool of social engineering. (This is an automatically generated summary.)  pOriginally published:cUnited States: W. W. Norton & Co., 1926  aEducation 0aThe People's institute. "Lectures-in-print" series4 uhttps://archive.org/details/meaningofliberal0000unse_s8w9/page/n5/mode/2up40uhttps://www.gutenberg.org/ebooks/75711