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This book explores the relationship between metaphysics and the liberal arts. Part I contrasts the dualistic metaphysics of Platonism, Cartesianism, and materialisms, with the process metaphysics of William James, John Dewey, C.S. Peirce, and A.N. Whitehead with an eye toward illustrating how education should be treated as a transactive and interactive process whose objects of knowledge evolve through time. In Part II, the authors go on to investigate conceptions of the value of a liberal arts education, considering reactionary, conservative, pragmatist, and radical approaches.. Finally, in Part III, the authors explore connections between metaphysics and conservative, radical, and pragmatist conceptions of art, and demonstrate how process metaphysics can be extended to highlight the role of aesthetic experience both in understanding and appreciating art and in liberal arts education. A timely and unique exploration of the relationship between metaphysics and the liberal arts, this book will appeal to scholars, researchers, and faculty with interests in several branches of philosophy, metaphysics, epistemology, philosophy of education, and aesthetics.
Bethany Henning is Assistant Professor of philosophy at the College of St. Scholastica, USA. Seth Vannatta is Professor in the Department of Philosophy and Religious Studies at Morgan State University, USA.
Preface A Preface B Part I: The Role of Quality in Static and Process Metaphysics Chapter 1 Dualistic Metaphysics Chapter 2 Process Metaphysics Part II: Conserving the Liberal Arts amid the Crisis of Narrow Instrumentalism Chapter 3 Reactionary Models of Liberal Arts Education Chapter 4 Michael Oakeshott's Conservatism in Liberal Arts Education Chapter 5 Pragmatism in Liberal Arts Education Chapter 6 Radical Philosophies of Liberal Arts Education Part III: The Work of Art and Qualitative Experience Chapter 7 Conservative Approaches to Art Chapter 8 Radical Philosophies of Art Chapter 9 Pragmatism and Art as Experience Conclusion: Quality and Continuity in Metaphysics and the Liberal Arts
