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Examining undergraduate education from the point of view of a philosopher of communication, Ronald C. Arnett takes a positive view of higher education during a time when education is being assailed as seldom before. Arnett responds to this criticism with convincing support of the academy reinforced by his personal experiences as well as those of others scholars and teachers. Arnett's book is an invitation to converse about higher education as well as a reminder of the potential for dialogue between teacher and student, dialogue that the author defines as a willingness to enter conversation about ideas, to maintain relationships through differences, and to ask value questions. Arnett see education as more than the dispensing of information. He emphasizes the importance of character development as well as the the development of relationships between students and teachers. Arnett stresses the importance of honesty and integrity in students, teachers, and administrators, and he insists that education should focus more on the good of the entire school than on the individual. Arnett does not offer this book as the truth about education nor as a how to teach manual. Rather, he regards it as an attempt to understand education from a communication perspective and as a reminder of the positive and constructive aspects of teaching. The book is based on Arnett's belief that educators who care about ideas and people not only improve education but also benefit the community.
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In this important book, Sampson launches a new attack - this time on Western culture's centuries-long preoccupation with a contained, individualistic, monologic Self and its fearful suppression of all that is Other - all that is experienced as different from the implicit, self-affirming white male standard. This view, he demonstrates, focuses more on the leading protagonist and supporting cast that he has assembled to service his own interests, desires and fears, than on others as viable people in their own right. Denying the Other so as to create a world secured on behalf of the dominant groups' interests has become an obsession driving not only the larger culture but also the human sciences, in particular psychology's theories of human nature. Women, African-Americans and others not of the dominant classes have been constructed as serviceable Others, and appear in textbooks, journals and popular accounts as figures whose images and everyday realities have been created to serve the dominant groups' desires. Sampson uses the writings of Mikhail Bakhtin, George Herbert Mead, and postmodern and feminist theorists to reject this dangerous obsession and to create a dialogic foundation to replace the Other-suppressing views of psychology, and indeed, of all Western culture. Sampson's arguments are convincing, liberating, and have major implications for the human sciences and the people they claim to serve. 'Celebrating the Other' will change the way human nature is viewed and studied. As the author reminds us, in silencing the Other we distort our own situation and stunt our opportunities for growth - 'no one voice can be quoted without losing the greatest opportunity of all: to converse with otherness and to learn about our own otherness in and through those conversations.'
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