Here are 89 books that The Illimitable Freedom of the Human Mind fans have personally recommended if you like
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I am a historian of early America who previously practiced law for 20 years. I have both my PhD and JD from the University of Virginia. I have taught at the University of Virginia, George Washington University, Hamilton, Oberlin, and Randolph Colleges. I have also worked at Jefferson’s Monticello for many years. While American history is often misused for narrow political ends, I am convinced that good history is not only fascinating but can assist us in understanding our world and current challenges.
Some things seem so embedded in our understanding of the nation that they must have existed forever. I was fascinated by Chervinsky’s story about how the president’s Cabinet came about: It’s not really called for in the Constitution, and, as with so many other things, George Washington had to make it up as he went along.
I am always interested in stories that show so much of what we think of as our nation was not a given but a matter of careful (and changeable) choices.
Winner of the Daughters of the American Revolution's Excellence in American History Book Award Winner of the Thomas J. Wilson Memorial Prize
"Cogent, lucid, and concise, Lindsay Chervinsky's book gives us an indispensable guide to the creation of the cabinet. With her groundbreaking study, we can now have a much greater appreciation of this essential American institution, one of the major legacies of George Washington's enlightened statecraft."-Ron Chernow, author of Washington: A Life
The US Constitution never established a presidential cabinet-the delegates to the Constitutional Convention explicitly rejected the idea. So how did George Washington create one of the most…
I am a historian of early America who previously practiced law for 20 years. I have both my PhD and JD from the University of Virginia. I have taught at the University of Virginia, George Washington University, Hamilton, Oberlin, and Randolph Colleges. I have also worked at Jefferson’s Monticello for many years. While American history is often misused for narrow political ends, I am convinced that good history is not only fascinating but can assist us in understanding our world and current challenges.
I love learning about the seemingly mundane but so very important parts of the United States' becoming a nation. One critical piece was how the millions of new settlers could own their own land, which meant surveying.
I was also fascinated by how we almost became a metric country (which Thomas Jefferson would have loved); that story involves the French Revolution, privateers, an unlucky school teacher, and the origins of Enlightenment science.
In 1790, America was in enormous debt, having depleted what little money and supplies the country had during its victorious fight for independence. Before the nation's greatest asset, the land west of the Ohio River, could be sold it had to be measured out and mapped. And before that could be done, a uniform set of measurements had to be chosen for the new republic out of the morass of roughly 100,000 different units that were in use in daily life.
Measuring America tells the fascinating story of how we ultimately gained the American Customary System-the last traditional system in…
I am a historian of early America who previously practiced law for 20 years. I have both my PhD and JD from the University of Virginia. I have taught at the University of Virginia, George Washington University, Hamilton, Oberlin, and Randolph Colleges. I have also worked at Jefferson’s Monticello for many years. While American history is often misused for narrow political ends, I am convinced that good history is not only fascinating but can assist us in understanding our world and current challenges.
Like many of us who read a lot of history, I can easily forget that the founders were very human, with their likes and dislikes, friends and enemies,
Cogliano explores for the first time the personal relationship between two of the most well-known Virginians, the first and third presidents. It turns out that they were close friends,… until they weren’t.
The first full account of the relationship between George Washington and Thomas Jefferson, countering the legend of their enmity while drawing vital historical lessons from the differences that arose between them.
Martha Washington's worst memory was the death of her husband. Her second worst was Thomas Jefferson's awkward visit to pay his respects subsequently. Indeed, by the time George Washington had died in 1799, the two founders were estranged. But that estrangement has obscured the fact that for most of their thirty-year acquaintance they enjoyed a productive relationship. Precisely because they shared so much, their disagreements have something important to…
I am a historian of early America who previously practiced law for 20 years. I have both my PhD and JD from the University of Virginia. I have taught at the University of Virginia, George Washington University, Hamilton, Oberlin, and Randolph Colleges. I have also worked at Jefferson’s Monticello for many years. While American history is often misused for narrow political ends, I am convinced that good history is not only fascinating but can assist us in understanding our world and current challenges.
I knew a bit about John Randolph of Roanoke, and I have read many books on the problem of slavery. But this book had me absolutely hooked.
Randolph was a powerful politician in the early republic but so contrarian as to be “mad.” Listening to his own conscience, he freed four hundred slaves and provided land for their settling. While the family fought his will to the bitter end, the four hundred previously enslaved seemed to have triumphed.
But I was aghast when the newly freed people met a mob that would not allow them on their own land in Ohio. What a story of courage.
Few legal cases in American history are as riveting as the controversy surrounding the will of Virginia Senator John Randolph (1773-1833), which-almost inexplicably-freed all 383 of his slaves in one of the largest and most publicised manumissions in American history. So famous is the case that Ta-Nehisi Coates has used it to condemn Randolph's cousin, Thomas Jefferson, for failing to free his own slaves. With this ground-breaking investigation, historian Gregory May now reveals a more surprising story, showing how madness and scandal shaped John Randolph's wildly shifting attitudes toward his slaves-and how endemic prejudice in the North ultimately deprived the…
I find the archaeology of here to be just as interesting and enlightening as any faraway land. For those of us at universities, that means that the campus itself is worthy of historical, archaeological, and anthropological study. I have been San Diego State’s University History Curator for decades and never tire of uncovering new insights into an institution with a 125-year history, nearly 500,000 alumni, and a bevy of bizarre tales. Whether it be hidden student murals, supernatural claims from the gridiron, or disputed dinosaur footprints, the immediate landscape of our workplace is often full of historical treasures.
Whereas many books research the history of higher education are full of lofty ideals and collegiate high jinks, Alan Taylor’s book Thomas Jefferson’s Education is an insightful yet sobering look at the historical context and inception of the University of Virginia. This text is no hagiography and details how Jefferson’s university was deeply intertwined with slavery and many of the elitist vices common to Virginia gentry.
By turns entertaining and tragic, this beautifully crafted history reveals the origins of a great university in the dilemmas of Virginia slavery. Thomas Jefferson shares centre stage with his family and fellow planters, all dependent on the labour of enslaved black families. With a declining Virginia yielding to commercially vibrant northern states, in 1819 Jefferson proposed to build a university to educate and improve the sons of the planter elite. He hoped they might one day lead a revitalised Virginia free of slavery-and free of the former slaves.
Jefferson's campaign was a contest for the future of a state and…
As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.
Recent concern with intersectionality (instances where categories of race and gender overlap) makes research into Black women’s colleges vital. Founded in 1881 as a Baptist female seminary in Atlanta, Georgia, Spelman College became a leading women’s liberal arts college. The book tracks the impact of four college presidents from the outset to the 1950s. The authors show how the formal academic curriculum, extra-curriculum (college-sponsored activities), and hidden curriculum (informal and even inadvertent influences) instilled an imperative to excel.
Presents the history of Spelman's foundation through the tenure of its fourth president, Florence M. Read, in1953. The story is brought up to date by the contributions of Spelman's current president, Beverly Daniel Tatum, and by Johnnetta B. Cole.
The book chronicles how the vision each of these women presidents, and their response to changing social forces, both profoundly shaped Spelman's curriculum and influenced the lives and minds of thousands of young Black women.
I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
In Daniel Karpowitz’s book, he takes readers behind the scenes in college-in-prison classrooms to explore what a liberal arts education can offer people who are incarcerated, and the educators who facilitate them. Karpowitz was a mentor and a guide as I was building my own college-in-prison program. His steadfast belief in the human capacity for transformative learning shines through in these accessible, riveting pages of what it means to read the canon from a position of marginalization.
The nationally renowned Bard Prison Initiative demonstrates how the liberal arts can alter the landscape inside prisons by expanding access to the transformative power of American higher education. American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative, however, is different. As this compelling new book reveals, BPI has fostered a remarkable transformation in the lives of thousands of prisoners. College in Prison chronicles how, since 2001, Bard…
I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
McMay and Kimble’s edited volume brings together a wide range of case studies looking at some form of higher education behind bars. Meant to showcase many different forms of higher education in prison, this book underscores the diversity of what higher education in prison can look like. In each case study, strengths and challenges of a given approach are visible and provide an honest look at how to support learners in a range of circumstances.
Numerous studies indicate that completing a college degree reduces an individual's likelihood of recidivating. However, there is little research available to inform best practices for running college programs inside jails or prisons or supporting returning citizens who want to complete a college degree. Higher Education Accessibility Behind and Beyond Prison Walls examines program development and pedagogical techniques in the area of higher education for students who are currently incarcerated or completing a degree post-incarceration. Drawing on the experiences of program administrators and professors from across the country, it offers best practices for (1) developing, running, and teaching in college programs…
I started my career as a historian of historiography and now hold a chair in the history of the humanities at Leiden University. What I like about this field is its comparative agenda. How does art history relate to media studies, and what do Arabists have in common with musicologists? Even more intriguing, as far as I’m concerned, is the question of what holds the humanities together. I think that history can help us understand how the humanities have developed as they have, differently in different parts of the world. As the field called history of the humanities has only recently emerged, there is plenty of work to do!
In a sense, Reitter and Wellmon’s book is an extended answer to Celenza’s question. It convincingly shows that there is nothing new about our perception of the humanities having reached a point of “crisis.” Ever since the nineteenth century, humanities scholars have been taking on defense postures. Moreover, in these defenses, they have often presented humanities education as a remedy to various other crises – be it a crisis of morality in a technological age or a crisis of democracy in a neoliberal era. But should we continue to play this card? Reitter and Wellmon don’t believe that the humanities should teach moral values. Rightly, I think, they prefer to see the humanities as a space for second-order reflection on “possible meaningful forms of life for this world.”
Leads scholars and anyone who cares about the humanities into more effectively analyzing the fate of the humanities and digging into the very idea of the humanities as a way to find meaning and coherence in the world.
The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn't new-in…
As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.
Gordon looks at the second generation of women to attend college, 1890-1920, with a spotlight on two large universities (University of California, Berkeley and the University of Chicago), one elite women’s college (Vassar) and two smaller southern colleges for women, Agnes Scott, near Atlanta, and Sophie Newcomb, affiliated with Tulane. The book’s comparative focus enables the reader to assess different types of institutions and to contrast women’s experiences in several academic settings, each with its own history and complexities.
Studying the second generation of women to attend college, this book examines the relationship between gender, higher education, and American society from 1890 to 1920. Gordon draws on college yearbooks, literary magazines and newspapers to analyze the dynamics of campus life.
