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| 001 | 75711 | ||
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| 005 | 20260610134743.0 | ||
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| 010 | _a26023875 | ||
| 040 | _aUtSlPG | ||
| 041 | 7 |
_aen _2iso639-1 |
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| 050 | 4 | _aLC | |
| 100 | 1 |
_aMartin, Everett Dean, _d1880-1941 |
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| 245 | 1 | 4 | _aThe meaning of a liberal education |
| 264 | 1 |
_aSalt Lake City, UT : _bProject Gutenberg, _c2025 |
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_a1 online resource : _bmultiple file formats |
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_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aThe People's institute. "Lectures-in-print" series | |
| 500 | _aRelease date is 2025-03-25 | ||
| 508 | _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) | ||
| 520 | _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.) | ||
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_pOriginally published: _cUnited States: W. W. Norton & Co., 1926 |
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| 653 | _aEducation | ||
| 830 | 0 | _aThe People's institute. "Lectures-in-print" series | |
| 856 | 4 | _uhttps://archive.org/details/meaningofliberal0000unse_s8w9/page/n5/mode/2up | |
| 856 | 4 | 0 | _uhttps://www.gutenberg.org/ebooks/75711 |
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_c116436 _d116436 |
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