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I Beyond liberal education offers ten important and thoughtfully crafted essays by authorities of international stature in the philosophy of education, all but one written especially for this much deserved Festschrift for an educational philosopher centrally concerned with a rigorous articulation of the nature and conditions of liberal education. Each addresses some aspect of Hirst's theory of liberal education as it has developed and changed over the years. The text has an Introduction by the editors dealing with Hirst's career and providing an overview of the major themes and problems which concerned Hirst's intellectual life over the years. There is also a very valuable bibliography of Hirst's writings together with a bibliography of critical works compiled by Patrick Keeney. I have used a number of essays from this text in my graduate and undergraduate courses in educational philosophy and have found them to be of significant interest and challenge to students. Highly recommended as a primary or secondary text for courses in the philosophy of education, foundations of curriculum and teaching, and educational leadership and policy amongst others. One objective of my review is to examine a number of themes of immediate importance to liberal education today. I address the discussion both to academics and to those whose interests in the nature and conditions of liberal education may have been curtailed by past encounters with strictly academic treatments of the subject. As a Festschrift is always a happy occasion and as Professor Hirst has been a major figure over the years in many of our journeys through educational philosophy, this is indeed a happy task. At a reception for Hirst in Washington 1991, I was pleased to be able to meet him. We shared a story or two about the trials and tribulations of being a philosopher of education in this very postmodern age. I had expected a very serious, perhaps even austere man, in keeping with the tone and substance of much of his written work. Instead, describing in a naturally animated manner the kind of terror that Gilbert Ryle could instill in the soul of a Ph.D. candidate, and did instill in at

Rethinking the Archetypal Conversation: How Seriously? In What Directions? Who Does the Thinking?