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...Book resulted from an effort by then-University President James Bryant Conant ’14 to define general education and civic responsibility in the wake of the Second World...

Author: By Lois E. Beckett and Johannah S. Cornblatt, CRIMSON STAFF WRITERSS | Title: News Analysis: After Missteps, Harvard Cuts A Path Apart From Its Peers | 10/4/2006 | See Source »

...Moses left his work on the philosophy of mathematics in order to develop a different way to teach algebra. He is responsible for influencing teaching methods that changed the way students learn higher math. In 2002 he received the James Bryant Conant Award of the Education Commission of the States and two years later won the McGraw-Hill Prize in Education...

Author: By Bari M. Schwartz, CRIMSON STAFF WRITER | Title: Nine Awarded Honorary Degrees | 6/9/2006 | See Source »

When conservatives on the Board tried to block the appointment of economist John Kenneth Galbraith in 1948, for example, University President James Bryant Conant ’14 threatened to resign if the Overseers did not confirm the appointment. As Andrew B. Schlesinger ’70 recounts in his book, “Veritas: Harvard College and the American Experience,” the Overseers promptly backed...

Author: By Daniel J. T. Schuker, CRIMSON STAFF WRITER | Title: Overseers Face Long Struggle To Establish a Place at Harvard | 6/7/2006 | See Source »

...librarian until 1955. But Lamont also owes credit to the educational philosophy of Metcalf’s time, embodied by the famous “Red Book” of 1943. Written by a group of faculty led by Provost Paul H. Buck and President James B. Conant ’13, the “Red Book” declared the high purpose of a 20th Century undergraduate education: Harvard must not just teach skills but also civic character, moral temerity, and—above all—an undying commitment to finding truth and supporting fellow...

Author: By Elizabeth W. Green | Title: The Lamont Education | 6/6/2006 | See Source »

...must distinguish,” reads the Red Book, “between liberalism in education and education in liberalism.” Conant favored the second; before they could fully exercise their freedom, he reasoned, students needed to be taught how to be free...

Author: By Elizabeth W. Green | Title: The Lamont Education | 6/6/2006 | See Source »

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