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The central figure of the novel is a young man trying to sort out his memories of the tales of the Civil War told him by his grandfather and his father, and to imagine what their lives must have been like,and what the War had done to them. The tale ranges from past to present, from Gettysburg and Savage's Station and Shiloh to present-day Kansas. Pennell employs a fragmented, interior-monologue narrative style, giving his reader a view of the War as his characters must have experienced it, and he does it with dazzling control. It as, and remains, a genuinely great war novel.
Four years later Pennell published his second novel, "The History of Nora Beckham: A Museum of Home Life",(Charles Scribner's Sons; NY, 1948), which is an extension of the lives of his people into their postwar lives. And after that this brilliant novelist disappears from the literary radar screen-- absolutely disappears. In more than fifty-five years of searching I have found only the occasional mention of "Rome Hanks" and Joseph Stanley Pennell.
Perhaps one reason for such undeserved obscurity is this: the book was published in 1944, when paper was rationed, press runs were limited, and the writer's most likely readership was still overseas with another war on their minds and no access to a book which would have made perfect sense to them. Even so, the literary historians have failed readers grievously by their silence since.
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Classroom teachers can use his work as a guide to understanding what it takes to write a grant proposal. Nowhere in a teacher's college education is anything like this taught, or for that matter, mentioned. Yet, teachers are constantly trying to be innovative and creative in their teaching. Sometimes, without funds it is hard to try the new and "impractical" in the classroom. With the guidance of Dr. Levenson's book, teachers are walked through the grant writing proposal step by step. But the book does not stop there!
He lists places where money can be found. The federal, state and local government all have some money earmarked for educational innovation. He lists them. Private funds and foundations, an area where money for the public school systems is growing rapidly, are listed and studied. Levenson tells what types of grants each foundation likes to fund (an extremely important idea).
As someone who has written and won school grants, I would have appreciated this book when I was a public school teacher. I think all school districts should have at least one copy of this book in each of their schools. It will encourage teachers to do what they can do best-teach, think, and write grants creatively.
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It gives one a time to reflect on the temporality of our lives and the finiteness not only of our beings, but of our dreams and visions. It gives us pause to reflect on what is important and profound about life.
When we are in these places we are really inside of parts of ourselves we don't recognize.
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Aronowitz sheds light on the suspicions of most anyone familiar with university life today (I'm a recent college graduate). He charts out how physics and engineering grew to dominate the university during the cold war and how corporates sponsorship largely took the place of military support in the post-Cold War era.
But what especially intrigued me was his background information on NYU and John Brademas' largely successful efforts to shake down wealthy donors and buy academic superstars. This transformed the reputation of the school. I'm going to graduate school at NYU in the fall, so I enjoyed hearing these details.
Aronowitz is unique among academics, given his working-class background and unorthodox method of attaining his degrees. These experiences are reflected in a passionate yet realistic prose. "The Knowledge Factory" is an engaging read that should be picked up by anyone affiliated with high education (students, teachers...especially administrators).
The crisis Aronowitz describes may seem reflective of an idealistic belief in the power of higher education, but even a cursory glance at the political and economic landscape shows the dearth of ideas in handling the multi-layer problems facing us as a country; it's hard to avoid the fact that the evident source of this problem is how we prepare people for life in the larger world. If preparation is merely an exercise in training clerks, accountants, and even professionals, then we have what we asked for: a country of clerks, accountants, doctors and lawyers, rather than a culture committed to democracy and one that values the involvement of every person -- regardless of their occupation -- in the democratic enterprise. Perhaps -- as Aronowitz proposes in his very clear last chapter, which includes a higher education curriculum of his own -- we prepared citizens instead of proficient employees, people could attach value to themselves and their potential for being part of their society in a way that isn't linked to their career or occupation.
Hats off to Aronowitz; he's written a book that should be read by every educator, every college administrator, and every person who counts himself as a citizen above all.
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