Paul LeBlanc – författare

Marx, Lenin, and the Revolutionary Experience offers a fresh look at Communism, both the bad and good, and also touches on anarchism, Christian theory, conservatism, liberalism, Marxism, and more, to argue for the enduring relevance of Karl Marx, and V.I. Lenin as democratic revolutionaries. It examines the "Red Decade" of the 1930s and the civil rights movement and the New Left of the 1960s in the United States as well. Studying the past to grapple with issues of war and terrorism, exploitation, hunger, ecological crisis, and trends toward deadening "de-spiritualization", the book shows how the revolutionaries of the past are still relevant to today's struggles. It offers a clearly written and carefully reasoned thematic discussion of globalization, Marxism, Christianity (and religion in general), Communism, the history of the USSR and US radical and social movements.

Marx, Lenin, and the Revolutionary Experience offers a fresh look at Communism, both the bad and good, and also touches on anarchism, Christian theory, conservatism, liberalism, Marxism, and more, to argue for the enduring relevance of Karl Marx, and V.I. Lenin as democratic revolutionaries. It examines the "Red Decade" of the 1930s and the civil rights movement and the New Left of the 1960s in the United States as well. Studying the past to grapple with issues of war and terrorism, exploitation, hunger, ecological crisis, and trends toward deadening "de-spiritualization", the book shows how the revolutionaries of the past are still relevant to today's struggles. It offers a clearly written and carefully reasoned thematic discussion of globalization, Marxism, Christianity (and religion in general), Communism, the history of the USSR and US radical and social movements.

Marx, Lenin, and the Revolutionary Experience offers a fresh look at Communism, both the bad and good, and also touches on anarchism, Christian theory, conservatism, liberalism, Marxism, and more, to argue for the enduring relevance of Karl Marx, and V.I. Lenin as democratic revolutionaries. It examines the "Red Decade" of the 1930s and the civil rights movement and the New Left of the 1960s in the United States as well. Studying the past to grapple with issues of war and terrorism, exploitation, hunger, ecological crisis, and trends toward deadening "de-spiritualization", the book shows how the revolutionaries of the past are still relevant to today's struggles. It offers a clearly written and carefully reasoned thematic discussion of globalization, Marxism, Christianity (and religion in general), Communism, the history of the USSR and US radical and social movements.

Marx, Lenin, and the Revolutionary Experience offers a fresh look at Communism, both the bad and good, and also touches on anarchism, Christian theory, conservatism, liberalism, Marxism, and more, to argue for the enduring relevance of Karl Marx, and V.I. Lenin as democratic revolutionaries. It examines the "Red Decade" of the 1930s and the civil rights movement and the New Left of the 1960s in the United States as well. Studying the past to grapple with issues of war and terrorism, exploitation, hunger, ecological crisis, and trends toward deadening "de-spiritualization", the book shows how the revolutionaries of the past are still relevant to today's struggles. It offers a clearly written and carefully reasoned thematic discussion of globalization, Marxism, Christianity (and religion in general), Communism, the history of the USSR and US radical and social movements.

A strategic framework for understanding how AI will transform higher education In Reclaiming Purpose: The University in an AI World, Paul LeBlanc, former President of Southern New Hampshire University and widely recognized as one of the most innovative educators in higher education, delivers a framing perspective for understanding artificial intelligence's impact on learning institutions. The book helps educators and university leaders navigate this technological revolution with clarity and purpose. LeBlanc draws on doctoral research in revolutionary technological change and decades of leadership experience to provide practical guidance for institutions facing unprecedented disruption. Reclaiming Purpose offers strategic questions, actionable frameworks, and a positive yet radically different vision for what education can become when institutions embrace AI thoughtfully rather than reactively. Readers will also find:  Clear perspectives on what the AI revolution means for educators at every level, from classroom instructors to department chairsStrategic guidance for university leaders developing institutional responses to AI integration and policy decisions across their organizations A framework for asking better questions about technology adoption that leads to more thoughtful and effective implementation strategiesA positive vision for education's future that acknowledges radical change while offering constructive pathways forward for learning institutions  Insights grounded in the author's experience leading one of higher education's most innovative and adaptive university systems Essential for educators, administrators, and university leaders seeking to understand AI's implications for their institutions, Reclaiming Purpose provides the strategic perspective and practical guidance needed to navigate technological transformation while preserving education's core mission.

ForwardDear PaulM y friend Paul LeBlanc and I have had many wonderful adventures together over the years. I knew we were going to be friends when we first met on a film called Silence of the North in 1981. We were shooting in northern Canada in40 degree temperatures. I had a scene where I had to run out of my cabin because a bear was on the roof, and shoot the bear. Paul and I were inside the cabin, just the two of us, waiting for my cue. When the bear went on the roof, the rafters of the cabin started sagging and the snow came pouring in. It looked like the roof was going to give way and the bear fall through and join us in the small cabin. We were terrified. At which point, Paul wailed, Oh, please, I just wanted to be a hairdresser! I laughed so hard I dropped my rifle.And what a hairdresser he is. Hes always been my favorite, not just for his amazing artistry, which he demonstrated on me over and over again in many films, but most particularly in Requiem for a Dream in 2000. Hes done my hair not only for films, but also for the Oscars, the Tonys, in Paris, in London, in limousines, in all temperatures and under every imaginable condition. But weve always had a great time together and hes always made me laugh, as Im sure readers of his book will.Ellen Burstyn (2006)

Ive been home for eight years. (What a mistake I made. You have no idea.) I have had a stroke sometime ago. But thanks to Louise, my wife (I got married in 2007), I am coming back to myself, writing this book about my experience, and getting better all the time. I have no inhibitions about writing what has happened. I met a man here, and it was a disaster. His family wont talk to him; his son had a son and refused to let the grandson see him. His ex-wife wont talk to him at all. He took great pleasure in doing things to people. However, I digress. I am going to tell you about all the films that I worked on since that fateful day, when I won an Oscar.

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition

Paul LeBlanc has re-imagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines.In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market.Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society.

2022 Phillip E. Frandson Award for Literature, University Professional and Continuing Education Association (UPCEA)Paul LeBlanc has reimagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines.In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and he envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market.Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy a return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society.

2022 Phillip E. Frandson Award for Literature, University Professional and Continuing Education Association (UPCEA)Paul LeBlanc has reimagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines. In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and he envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market. Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy a return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society.