Educating Outside the Lines
Education Outside the Lines: Bard College at Simon’s Rock on a "New Pedagogy" for the Twenty-First Century
Educating Outside the Lines looks at Simon’s Rock as a pioneer early college that has begun to reshape the connections between secondary and higher education. It invites educators, parents, and students to re-imagine what college can be.
This collection describes a community rooted in meaningful intellectual connection between students and a faculty that takes them seriously as learners, at any age. In 17 essays, the College’s faculty and alumni explore what this unique vantage point can contribute to the practice of teaching in higher education.
Praise for Educating Outside the Lines:
"...This book...conveys a sense of the ethos and spirit that characterizes a vibrant and unique learning community. Bard College at Simon’s Rock exemplifies the power and reach of the early college idea, and this collection has much to say to both traditional and non-tradition institutions of higher education." –Ken Bain, author of What the Best College Teachers Do; vice provost for learning and teaching, and director, Research Academy for University Learning, Montclair State University
"Mining decades of alterative and imaginative college pedagogy at Bard College at Simon’s Rock, each chapter presents a distinctive approach to college instruction that finds meaning in that which the university-level establishment dismisses." —William G. Durden, president of Dickinson College; former executive director of the Center for Talented Youth at Johns Hopkins University
"American education can only be as great as is our willingness to experiment outside of the conventions, and in that Bard and Simon’s Rock have long been inspiring Leaders." –Anthony W. Marx, president, Amherst College; president-designate, The New York Public Library
On the making of Educating Outside the Lines:
Nancy Yanoshak, faculty in history and women’s studies, and editor of Educating Outside the Lines, notes the ways that the collaborative efforts that produced the book mirrored the intimate intellectual connections that characterize Simon’s Rock as a learning community. "Creating this collection was a rewarding and challenging experience," Yanoshak explains. "It permitted each author to take the kind of intellectual risks expected and nurtured among the student body, as each ventured outside of his or her scholarly expertise to produce scholarship on the pedagogies of early college."