Rowman & Littlefield Publishers
Pages: 238
•
Trim: 6½ x 9¼
978-1-4758-3795-7 • Hardback • September 2017 • $84.00 • (£65.00)
978-1-4758-3796-4 • Paperback • September 2017 • $45.00 • (£35.00)
978-1-4758-3797-1 • eBook • September 2017 • $42.50 • (£35.00)
John J. Hampton is a Professor of Business at St. Peter’s University in New Jersey. In a faculty capacity, he has been an endowed chair holder twice, department chair, and director of divisions of research and graduate business programs. He was the dean of the schools of business at Seton Hall and Connecticut State universities and evening school at Saint Peters. He was provost of the College of Insurance and SUNY Maritime College, both in New York City.
Jack is the author of more than 30 books, two of which were recognized with innovation awards (2008 and 2012). The latter book was also selected by the American Library Association as one of three outstanding business reference books of 2012.
Preface
PART 1. REPLACING PAROCHIALISM IN THE LIBERAL ARTS
1. What’s the difference between believing and knowing? Is your truth everybody’s truth?
2. Are we fighting a decline in critical thinking? Is “truthiness” really a word in the dictionary?
3. What does it mean to be an educated person? Is everybody talking the same language?
PART 2. REFORMING THE PUBLIC PERCEPTION OF HIGHER EDUCATION
4. Is it peacetime or wartime in higher education? Do we have to respond to attacks on the liberal arts?
5. What’s the big picture of the liberal arts? Where are we going?
6. Why should we listen to weak signals? How long can we ignore the obvious?
7. Are liberals and conservatives at war on the campus?
8. Do reputation and accreditation matter? Would anyone hire Plato if he did not have a doctoral degree?
PART 3. REVISING THE PROFESSORIATE.
9. Do we still need professors in the classroom? Why are we paying these people?
10. Does the classroom offer status for professors? When was the last time anyone praised your teaching?
11. Do professors need both cognitive and emotional intelligence? If we understand the great ideas, why do we need more?
12. Can professors help us improve decision making? If we only know the theory, is that enough?
PART 4. RESTRUCTURING THE CURRICULUM
13. Why should professors encourage students to take chances? What good things might happen if we leave our comfort zones?
14. What’s the big deal about context in a liberal arts education? Can’t we just talk for 75 minutes or so?
15. Why should professors encourage pursuing tipping points and sticky messages? What’s all the commotion about unstoppable change?
16. How should the liberal arts handle intuitive thinking? When do we have enough information to decide?
17. How should the liberal arts handle disruptive innovation? Will we break if we don’t prepare to bend?
PART 5. REACHING BEYOND THE CLASSROOM.
18. Why should professors help students understand risk, uncertainty, and opportunity? What’s all this talk about the future?
19. Do professors know what they think they know? What is the danger of too much confidence?
20. Is collaboration the hallmark of a liberal arts education? Can people see further if they stand on the shoulders of others?
21. How should professors handle irrational behavior? Why do people make such odd decisions?
22. How does it all come together? What do we know at the end of our journey?
Dr. Hampton's timely book provides many great examples, anecdotes, and stories about the importance of a liberal arts foundation for future businesspeople, educators, health professionals and others. Families, students, politicians, and the public will welcome his recommendations for infusing the key skills of decision-making, critical thinking, communicating, and problem-solving more explicitly into the college curriculum. The real-world exercises and cases are compelling. This book is a great read. It reminds us that an impactful liberal arts education can help shape morality, cultural understanding, and civil discourse in today's challenging and complex world.
— Mary Kate Naatus, PhD, Associate Professor, Saint Peter’s University, and Director of Research, Ignite Institute
John Hampton’s book reviews the issues facing higher education from a variety of viewpoints: psychology, logic, external review boards, and risk management. The thrust of the treatise is to promote critical thinking so students are prepared to make sound decisions as they pursue their goals for a successful life. Questions prod professors to consider the “sage on the stage” method of teaching and engage in an interactive process to stimulate critical thinking. The professoriate is in a difficult position; one that requires instructors to jump through hoops dictated by archaic practices. Is holding the Ph.D the best way to prepare a person to inform others? This is a call to re-examine the “way it’s always been done.
— Joan Coll-Reilly, PhD, Emerita Professor and former associate dean, Seton Hall University
In his effort to influence higher education reform, Dr. Hampton addresses certain misguided practices in the liberal arts. In his third book, he proposes changes to the undergraduate curriculum and the need to redirect the focus of the professoriate. As a very-satisfied, Psychology 101 student of Professor James Maas at Cornell University, I totally understand Dr. Hampton’s comments. As a finance professional and part-time professor, I find the book to be a mixture of enlightening, unfortunately realistic, and hopeful suggestions for the future. If his well-conceived ideas are implemented, the liberal arts curricula and professoriate can be improved, perhaps significantly.
— Michael J. Wynne, PhD, Senior Managing Director at Mid-Market Securities, LLC, and Adjunct Professor, New York University
Jack Hampton’s treatise on the state of liberal arts in higher education is sobering. It provides hope that wind will again fill the sails of this course of study and move it out of the figurative Doldrums. Restoring its value will require all of us – academics, employers, students and parents of future graduates – to apply the critical thinking fostered by the liberal arts. I am grateful that my family and teachers encouraged me to major in the liberal arts, not because of an arrogant belief that it is superior to others, but because it exposed me to diverse subjects and perspectives. Jack’s book is a welcome call to arms to promote truth and discern facts from beliefs. Are we up to this challenge? Let’s hope so.
— Regis Coccia, President, Wordsmith Strategic Communications LLC