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This piece is part of a larger section called 'Questions, comments and continuing conversations'.
To see all of that section, click on these lines.
Dr. Martin does it again
I would like to commend Dr. Martin for his brilliant article on the true aim(s) of education and the importance of literature in the formation of the intellectual person. I can add nothing to what he has said as he, in his inimitable fashion, has thoroughly uncovered the length, breadth and depth of the problem, yea, even at Franciscan University. If only more people in higher education, educators and students alike, would hold to what he's written...
Anyway, I'm glad the editors continue to plug away and just hope that the students back on the other side of the Atlantic grab up an opportunity to become involved in the academic and intellectual wealth of discussion that the Concourse can offer.
Joanna Bratten, Class of '97
Joanna Bratten is currently working toward a doctorate in literature at the University of St. Andrews in Scotland.
Related Articles:
• Shouldn't we have a real core curriculum at Franciscan University?, John F. Crosby (I,1)
• Core curriculum (1), R.J. Convery (I,2)
• Core curriculum (2), Jim Fox (I,2)
• What is a 'real' Catholic education?, Kathleen van Schaijik (I,2)
• Core curriculum (3), Katherine Kemmis (I,3)
• Core curriculum and anti-intellectualism, Adam Tate (I,4)
• Core curriculum and critical thinking, Joseph A. Loizzo (I,5)
• Core curriculum (4), Regis Martin (I,6)
• A defense of a diversified core, Mark Fischer (I,7)
• Making 'the connection': A Steubenville education, Regina Schmiedicke (I,7)
• In reply to Mark Fischer's defense of the present core curriculum, John F. Crosby (II,1)
• More on the curriculum debate, Mark Fischer (II,2)
• Last words on the core, John F. Crosby (II,3)
• What liberal educators may not omit, Regis Martin (IV,4)
• Dr. Martin does it again, Joanna K. M. Bratten (IV,5)
• FUS needs to get more practical about education, Peter Cole (IV,5)
• Why non-liberal majors need a liberal core, Susan C. Fischer (IV,5)
• The real purpose of liberal education, Ben Brown (IV,6)
• The will and the intellect are inseparable, Martha L. Blandford (IV,7)
• Preparing students to compete in the global economy, Peter Cole (IV,7)
• Education not limited to the mind, Susan C. Fischer (IV,7)
• According to the Tradition, education aims beyond the intellect, Matthew Fish (IV,7)
• Newman, education and context, Kathleen van Schaijik (IV,7)
• More on the aim of education: Ben Brown replies to his critics, Ben Brown (V,1)
• Preparing FUS graduates for the modern world, Jason Negri (V,2)
• Liberal arts and professional programs: a reply to Jason Negri, Ben Brown (V,3)
• Let's improve our stats, Sofia Genato (V,3)
• The ideal of perfecting the mind is timeless, Michael Houser (V,3)
• Cultivating the intellect, Anne Schmiesing (V,3)
• Computers and liberal learning, Ben Brown (V,5)
• The eternally practical liberal arts, Timothy J. Williams (V,5)
• Liberal arts with professional training: the best of both worlds, Thomas E. Kelly (V,6)
• Education is not primarily about preparing to evangelize in the workplace, Ben Brown (V,7)
• The God gap in the workplaces of the world, Peter Cole (V,7)
• Arrogant idealism, Jason Negri (V,8)
By the same author:
• Wherefore fine arts?, (I,2)
• Liturgical music at Franciscan University: A call to reform the present style, (I,6)
• Sports before studies: Franciscan University not exempt from the American-college tendency to idolize , (II,1)
• To homeschool or not to homeschool, (II,7)
• R.I.P. A tribute to some great lives, (III,1)
• Pluralism and orthodoxy, (IV,1)
• Dr. Martin does it again, (IV,5)
• 'In loco parentis': invasions of privacy or moral formation?, (IV,6)
• What matters the identity or the sexual orientation of 'Shakespeare'?, (V,2)
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© The University Concourse, March 11, 1999
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