Publisher Comments:
The Closing of the American Mind, a publishing phenomenon in hardcover, is now a paperback literary event. In this acclaimed number one national best-seller, one of our country's most distinguished political philosophers argues that the social/political crisis of 20th-century America is really an intellectual crisis. Allan Bloom's sweeping analysis is essential to understanding America today. It has fired the imagination of a public ripe for change.
Synopsis:
The Closing of the American Mind, a publishing phenomenon in hardcover, is now a paperback literary event. In this acclaimed number one national best-seller, one of our country's most distinguished political philosophers argues that the social/political crisis of 20th-century America is really an intellectual crisis. Allan Bloom's sweeping analysis is essential to understanding America today. It has fired the imagination of a public ripe for change.
Contents
Foreword by Saul Bellow
Preface
Introduction: Our Virtue
PART ONE. STUDENTS
The Clean Slate
Boob
Music
Relationships
Self-Centeredness
Equality
Race
Sex
Separateness
Divorce
Love
Eros
PART TWO. NIHILISM, AMERICAN STYLE
The German Connection
Two Revolutions and Two States of Nature
The Serf
Creativity
Culture
Values
The Nietzscheanization of the Left or Vice Versa
Our Ignorance
PART THREE. THE UNIVERSITY
From Socrates' Apology to Heidegger's Rektoratsrede
Tocqueville on Democratic Intellectual Life
The Relation Between Thought and Civil Society
The Philosophic Experience
The Enlightenment Transformation
Swift's Doubts
Rousseau's Radicalization and the German University
The Sixties
The Student and the University
Liberal Education
The Decomposition of the University
The Disciplines
Conclusion
Index

Is everything in a university for sale if the price is right? In this book, one of America's leading educators cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing commercialization of our academic institutions, Derek Bok probes the efforts on campus to profit financially not only from athletics but increasingly, from education and research as well. He shows how such ventures are undermining core academic values and what universities can do to limit the damage. Commercialization has many causes, but it could never have grown to its present state had it not been for the recent, rapid growth of money-making opportunities in a more technologically complex, knowledge-based economy. A brave new world has now emerged in which university presidents, enterprising professors, and even administrative staff can all find seductive opportunities to turn specialized knowledge into profit. Bok argues that universities, faced with these temptations, are jeopardizing their fundamental mission in their eagerness to make money by agreeing to more and more compromises with basic academic values. He discusses the dangers posed by increased secrecy in corporate-funded research, for-profit Internet companies funded by venture capitalists, industry-subsidized educational programs for physicians, conflicts of interest in research on human subjects, and other questionable activities. While entrepreneurial universities may occasionally succeed in the short term, reasons Bok, only those institutions that vigorously uphold academic values, even at the cost of a few lucrative ventures, will win public trust and retain the respect of faculty and students. Candid, evenhanded, and eminently readable, Universities in the Marketplace will be widely debated by all those concerned with the future of higher education in America and beyond.

Drawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago.Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught. In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique - one that educators will ignore at their peril.

In Teaching to Transgress , bell hooks—writer, teacher, and insurgent black intellectual—writes about a new kind of education, educations as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal.

Bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom?

Full of passion and politics, Teaching to Transgress combines practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise critical questions about eros and rage, grief and reconciliation, and the future of teaching itself.

"To educate as the practice of freedom," writes bell hooks, "is a way of teaching that any one can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.

–from the back of the book

調皮搗蛋當然不是什麼值得誇讚的正面特質，但卻也不是十惡不赦。年輕朋友若問我為什麼有那麼多稀奇古怪的想法與研究題材，我猜是與自己調皮的個性有關。調皮搗蛋以及不受傳統拘束的性格，經常會想出人意表、別出心裁，這或許就是點子與創新的源頭。
有一本英文字典，把研究二字定義為study or investigation of facts not readily available，譯成中文就是「對未知事實的探索與檢證」。所有的法則、規矩，都是代表已知世界劃定的範疇。越是調皮的人，越傾向將這些法則與規矩視為無物，也就越有可能另闢蹊徑，想出一些與傳統思維不同的見解。
自然與生命科學尋找新的題材，可能是要研讀文獻、觀察實驗、電腦模擬、紙上推演；但由於社會學門的知識是源自於社會現象的觀察，所以點子一定是由社會觀察而來。如何從觀察紛亂無緒的日常生活中激發知識創新的構思，我無以名狀其過程，只能列舉一些實例，由讀者自己去體會。例中所謂的觀察，未必是自己日常生活之體驗，也包括雜誌閱讀、期刊檢索之所見。
站在進入大學等嚴肅學術體制前，許多年輕人惶恐無助。成為一位人文及社會科學研究者，應該是許多大學生曾經想過的生涯。看著台上教授展露著豐富學識涵養及精湛的觀點，如果有足夠的能力成為一位為社會盡力的學術研究人，進入學術研究機構，也是應該受到鼓勵的選擇。《給青年知識追求者的信》絕對足以成為畢生目標為社會科學學術研究的準則手冊。
什麼是研究？社會科學的知識探索是什麼過程？研究者究竟在追求什麼？研究者究竟在追求什麼？由國內著名經濟學家，中央研究院前副院長朱敬一院士來解釋學術這個生涯，成為引導此一生涯方向的重要指標。針對很多技術性的問題都有直接並且詳細的探討，例如如何爭取教職、如何面對國際論文評論壓力、如何找到研究方向……等。
「在這本書中，朱教授帶我們走到後台，讓我們分享做學問的『秘訣』。」
－－林南（美國杜克大學社會系正教授、中央研究院院士）
「他顯現了作為一個社會科學學者治學之外，最應該有的行動力和好奇心。」
－－王德威（美國哈佛大學東亞語言文明系Edward C. Henderson講座教授、中央研究院院士）
「這是一本分享研究過程中的第一手經驗與有趣故事的觀點行書籍！」
－－黃榮村（中國醫藥大學校長、前教育部長）
「朱院士的文章一向犀利、風趣，帶有一點調皮，很扼要也很吸引人。」
－－王汎森（中央研究院歷史語言研究所研究員兼所長、院士）
「這十封信對一位稍有年資的研究者仍是很有助益的。」
－－陳東升 （行政院國科會人文及社會科學發展處處長、台大社會系教授）

《芝加哥学术生涯规划:从研究生到终身教授》是一部学术人生的导航，为那些想在传统学术领域里拥有一席之地的人所作——比如大学四年级学生，或是考虑进入研究生院深造的人；当然也为帮助那些在学术之路上已有开端的人们，例如正在攻读的博士生和即将履新的大学助理教授。我们的某些观点或许对其他人也有所帮助：对看待学术界的不同视角感兴趣的资深教授、不太了解学术生涯为何物的青年学者的父母、职业生涯规划导师、研究生和青年教师的配偶，以及意欲探究学术圈奥秘的局外人。当然，对于想获得美国研究生学位的外国学生，《芝加哥学术生涯规划:从研究生到终身教授》一定也不会让他们失望。

燕京大学在中国近代史上仅仅存在了33年，但它在体制、机构、计划、课程、方法乃至规章制度诸多方面，更为直接地引进西方近代教育模式，从而对中国教育和人才培养产生颇为深刻的影响。本书从司徒雷登创建燕京大学开始，讲述了燕京大学的名师风采、著名校友的逸闻趣事、燕大在抗日战争中因身份特殊起到的保护作用以及受到的摧残、哈佛-燕京学社的成立过程、燕大在院系调整后对中国教育界产生的影响等，也追述了许多功绩卓著却受到误解甚至不公正待遇的学者，如傅泾波、吴兴华等。

《大学校长林文庆:一生真伪有谁知》是国内第一部全面介绍私立时期厦门大学校长林文庆博士的传记性著作。作为一位出生于新加坡的海外华人，林文庆博士全程主掌私立厦大16年，为厦门大学赢得了“南方之强”的美誉，但因种种原因，尤其是鲁迅对他寥寥数语的负面评价，致使林文庆博士，成了中国大学发轫史上一个无辜的牺牲品！为了不使历史有负于先人，《大学校长林文庆:一生真伪有谁知》以大量的中外文献史料为依据，力图拨开团团的历史迷雾，吹去层层的政治浮尘，重新向世人诠释林文庆博士那富于传奇性的悲剧人生，使一个爱国者、思想家、教育家、改革家的崇高形象昂然矗立于人们的心中。《大学校长林文庆:一生真伪有谁知》集学术性与资料性于一体，再加上林文庆博士那曲折、传奇般的丰富人生，令读者掩卷之余，也必会感叹：虽然造化有时的确会弄人，但毕竟，历史还是不会欺骗好人的！

《学问的创造》内容：作者站在世界学术的前沿，结合自己的生活经历，从中提炼出了自己关于学术活动中创造性思想产生的独特见解。

在浩如烟海的学术海洋中，极少有学术泰斗如此关心教育问题。作者以一名世界顶级科学家的身份用翔实、珍贵的资料和生动的文笔抒写了对现行教育制度的深刻思考，对人才培养的建议，对未来世界和科学发展的预见，对青少年建立科学精神的殷切希望。可以说，这是一本献给青少年、教育人士和科研人员的兼具启迪性、教育性和实用性的传世之作。
亚洲第一位诺贝尔化学奖获得者福井谦一谈教育。
真挚感悟，受益终生！先做不喜欢做的事，时刻保持高昂的斗志，科学也有善与恶？比知识更重要的是判断力，“幼稚”也有好处？不计后果是年轻人的特权。
学历社会要推翻？用头脑打天下的时代，教育应该自由化？大学——自学的地方，出色的设想从哪里来？学问本无国界。

中国的大学，ISBN：9787564059446，作者：梅贻琦 著

《梁启超家书》讲述了：梁启超有子女十人，长大成人的有思顺、思成、思永、思忠、思庄、思达、思懿、思宁、思礼九人，但是思忠英年早逝。他们个个成才，这和梁启超对他们的教育培养有密切的关系。九人中有梁思成、梁思永、梁思礼三人是中国科学院院士，一个家庭中出了三个院士这也是极少见的。在20世纪的20年代一30年代，梁启超把思成、思永、思忠、思庄送往国外学习，这期间任公与子女有密切的书信来往。当时思顺与丈夫周希哲住在加拿大，思庄随姐在加，因此任公的信多先寄到思顺处再由子女传阅。信中表达了任公对子女们深切的关爱，及兄弟姐妹间的亲情。这里我们选了部分有关个人修养及学业方面的内容，供青年朋友们自勉。

《对外汉语教学语法释疑201例》收集、挑选外国入学习汉语过程中在语法方面普遍感到疑惑的201个问题，进行有针对性的重点分析、答疑。为了分散难点，我们将其中一些比较复杂的语言点分解为若干小问题来进行解答。
所有条目以《对外汉语教学语法大纲》（王还主编，北京语言学院出版社，1995）为依据进行分类编排，但不求全面系统。不同词性的语法条目进行对比，安排在前面的词性归入所属的类别，为了便于使用者查阅，我们在总目录上标注了分类的名称。另外，书后还附上音序索引。
每个条目包括如下部分：①典型例句；②疑问；③析疑；④考考你（练习）；⑤练习参考答案（统一附在书后）。
《对外汉语教学语法释疑201例》没有采取边解释边展示例句的一般做法，而是将典型例句用方框框起来，置于每个条目首位，目的是希望使用《对外汉语教学语法释疑201例》的非汉语母语的学生能学着通过观察例句，先自行思考问题，从中提高学习能力。另外，也希望对教师的教学有所裨益。
针对阅读者的特点，各条目的的编写力求简明、易懂，并尽可能配以图表。练习题的用词大部分是浅显的，同是为了满足部分水平较高的非汉语母语的学生的要求，我产他编写了一些用词有一定难度的题目，将其置于该条目习题的末尾。

赫尔曼·黑塞（1877-1962），德国作家，1946年获得诺贝尔文学奖。《在轮下》是作者的早期作品。
小说叙述的故事是：主人公汉斯自幼聪颖过人，勤奋好学，被大家视为神童。他被送入一个神学院学习，受大家庭和社会的影响，他功名心切，在与世隔绝的学校里拼命学习，没有半点空闲，身心健康受到损害。同学赫尔曼生性倔强，蔑视功名，为学校不容；而汉斯觉得只有赫尔曼才是知己。汉斯用功过度，身体衰弱，成绩倒退；学校把这些归罪于赫尔曼。赫尔曼被学校开除，汉斯更感孤单，不时受到老师的训斥和同学的耻笑，之后得了神经衰弱症，使他无法继续学业，只得返回家乡当钳工为生。社会的歧视和生活的失意使他觉得仿佛跌在无情而庞大的车轮下。
这是一部控诉德国旧的教育制度的小说，被认为有浓厚的自传色彩。

经、史、子、集是我国古代文化典籍的四大分类，也是中华传统文化的巨大文化资源宝藏，如何充分利用它们，在很大程度上决定着后人是否有效利用这个资源，实现继承后的创新。
吕思勉先生是近代不多见的贯通经、史、子、集的史学大家，同时，多年的从教经验也使他成为传授研究古代文化典籍心得的教育大师。本书就是吕先生在不同场合谈如何读经、读史、读子等读书、治学方面的文章汇编。
这些文章有利于我们更好地了解近代以来中、西学如何在碰撞中流传的，尤其是面对越来越细的专科化教育，近代大师们是如何对待具有综合性的传统文化教育的，这些对今天的后学更有足够的借鉴意义。

本书以民国时期的大学为研究对象，主要分析了北京的清华大学、北京大学，上海的圣约翰大学、交通大学、上海大学、复旦大学和中国公学等京、沪两地大学不同的办学风格、校园文化，及其与上海经济，民国政治、国民政府教育政策的互动关系，叙述了民国都会学院精英在政治、学术的交互拉力中虽取得国际化，但在国内环境中却无所适从、渐入颓唐的艰难过程，是作者在中国近代教育史和上海都市文化史领域研究多年的一部力作。

Western and East Asian people hold fundamentally different beliefs about learning that influence how they approach child rearing and education. Reviewing decades of research, Dr Jin Li presents an important conceptual distinction between the Western mind model and the East Asian virtue model of learning. The former aims to cultivate the mind to understand the world, whereas the latter prioritizes the self to be perfected morally and socially. Tracing the cultural origins of the two large intellectual traditions, Li details how each model manifests itself in the psychology of the learning process, learning affect, regard of one's learning peers, expression of what one knows and parents' guiding efforts. Despite today's accelerated cultural exchange, these learning models do not diminish but endure.