Alain L. Locke: The Biography of a PhilosopherAlain L. Locke (1886-1954), in his famous 1925 anthology TheNew Negro, declared that “the pulse of the Negro world has begun to beat in Harlem.” Often called the father of the Harlem Renaissance, Locke had his finger directly on that pulse, promoting, influencing, and sparring with such figures as Langston Hughes, Zora Neale Hurston, Jacob Lawrence, Richmond Barthé, William Grant Still, Booker T. Washington, W. E. B. Du Bois, Ralph Bunche, and John Dewey. The long-awaited first biography of this extraordinarily gifted philosopher and writer, Alain L. Locke narrates the untold story of his profound impact on twentieth-century America’s cultural and intellectual life. Leonard Harris and Charles Molesworth trace this story through Locke’s Philadelphia upbringing, his undergraduate years at Harvard—where William James helped spark his influential engagement with pragmatism—and his tenure as the first African American Rhodes Scholar. The heart of their narrative illuminates Locke’s heady years in 1920s New York City and his forty-year career at Howard University, where he helped spearhead the adult education movement of the 1930s and wrote on topics ranging from the philosophy of value to the theory of democracy. Harris and Molesworth show that throughout this illustrious career—despite a formal manner that many observers interpreted as elitist or distant—Locke remained a warm and effective teacher and mentor, as well as a fierce champion of literature and art as means of breaking down barriers between communities. The multifaceted portrait that emerges from this engaging account effectively reclaims Locke’s rightful place in the pantheon of America’s most important minds. |
From inside the book
Page 17
... took it out in whistling. (ALPHU 164-143/5) Locke accepts the debonair smile and the whistling as “the antidote of being Negro”—the only treatment available in the absence of a cure for racism. The process of social awareness and ...
... took it out in whistling. (ALPHU 164-143/5) Locke accepts the debonair smile and the whistling as “the antidote of being Negro”—the only treatment available in the absence of a cure for racism. The process of social awareness and ...
Page 22
... took the entrance examination for nearby Haverford College, and while he passed Latin, despite his earlier good marks in mathematics, he missed the mark in algebra and plane geometry, thereby failing to be admitted. Instead of Haverford ...
... took the entrance examination for nearby Haverford College, and while he passed Latin, despite his earlier good marks in mathematics, he missed the mark in algebra and plane geometry, thereby failing to be admitted. Instead of Haverford ...
Page 23
... took a class with Dr. Brandt in Psychology and Pedagogy, and also a class on education in industrial society. There were also classes in Logic and in German, with other teachers. But the daily themes were often done for Locke's class in ...
... took a class with Dr. Brandt in Psychology and Pedagogy, and also a class on education in industrial society. There were also classes in Logic and in German, with other teachers. But the daily themes were often done for Locke's class in ...
Page 26
... took his A.B. degree from the School of Pedagogy, the equivalent of a collegiate certificate. In a sense he had already completed the equivalent of two years of college work, and now it was time, and he was fully ready, to pursue yet ...
... took his A.B. degree from the School of Pedagogy, the equivalent of a collegiate certificate. In a sense he had already completed the equivalent of two years of college work, and now it was time, and he was fully ready, to pursue yet ...
Page 27
... took on the next step in his life is evident here. In such ebullience his character showed through again and again, for with all the repressed and guarded awareness that he had acquired, he remained remarkably selfpossessed and ...
... took on the next step in his life is evident here. In such ebullience his character showed through again and again, for with all the repressed and guarded awareness that he had acquired, he remained remarkably selfpossessed and ...
Contents
1 | |
5 | |
28 | |
3 Oxford and Berlin | 59 |
The Early Years | 107 |
5 Howard and Beyond | 142 |
6 The Renaissance and the New Negro | 179 |
7 After The New Negro | 218 |
Sahdji to the Bronze Booklets | 251 |
9 The Educator at Work and at Large | 285 |
10 Theorizing Democracy | 328 |
11 The Final Years | 358 |
12 Lockes Legacy | 381 |
Notes | 391 |
Index | 419 |
Other editions - View all
Alain L. Locke: The Biography of a Philosopher Leonard Harris,Charles Molesworth No preview available - 2010 |
Alain L. Locke: The Biography of a Philosopher Leonard Harris,Charles Molesworth No preview available - 2008 |
Common terms and phrases
academic African American African art Alain Locke ALPHU appeared argued argument artistic attitude Berlin Bois’s called Claude McKay College color Cosmopolitan criticism Cullen cultural decades democracy Dickerman early especially essay esthetic eventually experience expression Fauset friends friendship Harlem Renaissance Harvard Howard University Hughes Hughes’s Hurston idea intellectual interest issue Johnson journal Kallen Kellogg Kelly Miller Langston Langston Hughes later lectures letter literary literature Locke felt Locke wrote Locke’s Mary Locke Mason McKay McKay’s Moorland-Spingarn Research Center mother Negro art novel one’s Oxford Philadelphia philosophy poems poet poetry political problem published question race racial racism Rhodes Rhodes Scholarship role Sahdji Schomburg School Seme sense social story Survey Graphic talent theory thought tion told Locke took Toomer tradition value theory values Vechten views W. E. B. Du Bois Washington writing year-end reviews York