Identity Excellence

Perry L. Glanzer is professor of educational foundations at Baylor University and a resident scholar with Baylor Institute for Studies of Religion. He has authored and edited fourteen books, including The Dismantling of Moral Education: How Higher Education Reduced the Human Identity.

• PrefaceAcknowledgmentsIntroduction: Higher Education’s Confusion about Moral ExpertisePart I. Understanding the Relationship between Moral Excellence and IdentityChapter 1. Who Am I and Who Should I Become? The Philosophical and Sociological FramesChapter 2. The Most Important Ingredients for Moral Motivation: From the Sociological to the Philosophical, Psychological, and Moral FramesChapter 3. The Challenge of Ordering Our Multiple Identities for Excellence: Combining the Philosophical, Psychological, and Sociological Frames with TheologyPart II. The Problems with Contemporary Collegiate Moral Education: Using the Frames for Critical AnalysisChapter 4. The Ethically Challenged Curriculum: General EducationChapter 5. The Curricular Reduction of Ethics to Professional EthicsChapter 6. How Contemporary Student Affairs Diminishes Moral EducationPart III. The Pursuit of Human Flourishing through Identity ExcellenceChapter 7. Teaching Excellence in the Great Identities: A Revised Educational FrameChapter 8. Identity Prioritization and Integration for ExcellenceConclusion: The Humanizing Imago Dei UniversityBibliographyAbout the Author

The moral vision of many universities today is limited and thin. This is evident in how they conceive of their ultimate aim or purpose. It is also evident in their curricula, pedagogical approaches, and student life programs. In Identity Excellence: A Theory of Moral Expertise for Higher Education, Perry L. Glanzer articulates an alternative moral vision for universities—one that is rich, provocative, complex, interdisciplinary, and humanizing. Clearly and engagingly structured and written, Glanzer’s book will be of interest to anyone concerned with the aims of higher education, and especially to those who believe a university education should be personally transformative.