Paul Woodruff
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780195304541
- eISBN:
- 9780199850747
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304541.001.0001
- Subject:
- Philosophy, Ancient Philosophy
Americans have an unwavering faith in democracy and are ever eager to import it to nations around the world. But how democratic is our own “democracy”? If you can vote, if the majority rules, if you ...
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Americans have an unwavering faith in democracy and are ever eager to import it to nations around the world. But how democratic is our own “democracy”? If you can vote, if the majority rules, if you have elected representatives—does this automatically mean that you have a democracy? In this eye-opening look at an ideal that we all take for granted, this book offers some surprising answers to these questions. Drawing on classical literature, philosophy, and history—with many intriguing passages from Sophocles, Aesop, and Plato, among others—the book enters the world of ancient Athens to uncover how the democratic impulse first came to life. The heart of the book isolates seven conditions that are the sine qua non of democracy: freedom from tyranny, harmony, the rule of law, natural equality, citizen wisdom, reasoning without knowledge, and general education. The book concludes that a true democracy must be willing to invite everyone to join in government. It must respect the rule of law so strongly that even the government is not above the law. True democracy must be mature enough to accept changes that come from the people. And it must be willing to pay the price of education for thoughtful citizenship. If we learn anything from the story of Athens, the book concludes, it should be this—never lose sight of the ideals of democracy.Less
Americans have an unwavering faith in democracy and are ever eager to import it to nations around the world. But how democratic is our own “democracy”? If you can vote, if the majority rules, if you have elected representatives—does this automatically mean that you have a democracy? In this eye-opening look at an ideal that we all take for granted, this book offers some surprising answers to these questions. Drawing on classical literature, philosophy, and history—with many intriguing passages from Sophocles, Aesop, and Plato, among others—the book enters the world of ancient Athens to uncover how the democratic impulse first came to life. The heart of the book isolates seven conditions that are the sine qua non of democracy: freedom from tyranny, harmony, the rule of law, natural equality, citizen wisdom, reasoning without knowledge, and general education. The book concludes that a true democracy must be willing to invite everyone to join in government. It must respect the rule of law so strongly that even the government is not above the law. True democracy must be mature enough to accept changes that come from the people. And it must be willing to pay the price of education for thoughtful citizenship. If we learn anything from the story of Athens, the book concludes, it should be this—never lose sight of the ideals of democracy.
John W. Boyer
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226242514
- eISBN:
- 9780226242651
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226242651.003.0005
- Subject:
- Education, History of Education
Perhaps the most controversial chapter in the book explores the career of Robert Maynard Hutchins, who next to Harper was Chicago’s most important President in the Twentieth Century. Hutchins is a ...
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Perhaps the most controversial chapter in the book explores the career of Robert Maynard Hutchins, who next to Harper was Chicago’s most important President in the Twentieth Century. Hutchins is a larger than life figure who is still invoked as a guardian of a certain kind of intense, highly rationalistic university culture and as a proponent of classically based general education, against ‘vocationalist’ tendencies within the modern university. The chapter explains Hutchins most salient interventions and contributions, including his reorganization of the University in 1930, his sponsorship of the first Core curriculum, his later fights with the faculty over the shape and nature of that curriculum, the creation of the all-general-education “Hutchins College” in 1942, his attempts to restructure graduate education, his courageous defence of academic freedom in the 1930s and 1940s. The chapter argues that Hutchins had a major impact on the intellectual culture and value norms of the University, an impact that still resonates in the self-understanding of today’s University, but he left the University in a severely weakened financial state, a condition, which then framed and over-determined the challenges and problems that his successors in the Presidency had to deal with over the next 50 years.Less
Perhaps the most controversial chapter in the book explores the career of Robert Maynard Hutchins, who next to Harper was Chicago’s most important President in the Twentieth Century. Hutchins is a larger than life figure who is still invoked as a guardian of a certain kind of intense, highly rationalistic university culture and as a proponent of classically based general education, against ‘vocationalist’ tendencies within the modern university. The chapter explains Hutchins most salient interventions and contributions, including his reorganization of the University in 1930, his sponsorship of the first Core curriculum, his later fights with the faculty over the shape and nature of that curriculum, the creation of the all-general-education “Hutchins College” in 1942, his attempts to restructure graduate education, his courageous defence of academic freedom in the 1930s and 1940s. The chapter argues that Hutchins had a major impact on the intellectual culture and value norms of the University, an impact that still resonates in the self-understanding of today’s University, but he left the University in a severely weakened financial state, a condition, which then framed and over-determined the challenges and problems that his successors in the Presidency had to deal with over the next 50 years.
Douglas Jacobsen and Rhonda Hustedt Jacobsen
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195323443
- eISBN:
- 9780199869145
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195323443.003.0001
- Subject:
- Religion, Religion and Society
What is the current cultural context for American higher education? This essay defines the concepts of secularization, secularism, and the secular, and provides a brief history of their role in ...
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What is the current cultural context for American higher education? This essay defines the concepts of secularization, secularism, and the secular, and provides a brief history of their role in American higher education as well as more recent postsecular developments. The notion of postsecularity is described empirically (not ideologically) in terms of religion's new visibility in American culture and, by extension, on the nation's college and university campuses. Implications for contemporary higher education are briefly explored, especially as they relate to programs of general education.Less
What is the current cultural context for American higher education? This essay defines the concepts of secularization, secularism, and the secular, and provides a brief history of their role in American higher education as well as more recent postsecular developments. The notion of postsecularity is described empirically (not ideologically) in terms of religion's new visibility in American culture and, by extension, on the nation's college and university campuses. Implications for contemporary higher education are briefly explored, especially as they relate to programs of general education.
Margarita Estévez-Abe
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199599431
- eISBN:
- 9780191731518
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199599431.003.0010
- Subject:
- Business and Management, Knowledge Management
This chapter delves into the gendered effects of different training and educational systems. It poses the following three questions. Are some specific types of vocational training and educational ...
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This chapter delves into the gendered effects of different training and educational systems. It poses the following three questions. Are some specific types of vocational training and educational systems more biased against women than others? If so, what are the gendered implications of educational reforms in many of the advanced industrial societies? Do women’s greater educational investments—a universal trend observed in all countries—promote gender equality in the labor market? Briefly summarized, this chapter shows that, first, vocational education is more gender-segregating than general education systems; second, apprenticeship-based vocational education is more gender-segregating than school-based vocational education; and third, school-based training for professional jobs is a woman-friendly pathway into high-status occupations.Less
This chapter delves into the gendered effects of different training and educational systems. It poses the following three questions. Are some specific types of vocational training and educational systems more biased against women than others? If so, what are the gendered implications of educational reforms in many of the advanced industrial societies? Do women’s greater educational investments—a universal trend observed in all countries—promote gender equality in the labor market? Briefly summarized, this chapter shows that, first, vocational education is more gender-segregating than general education systems; second, apprenticeship-based vocational education is more gender-segregating than school-based vocational education; and third, school-based training for professional jobs is a woman-friendly pathway into high-status occupations.
Vanessa Northington Gamble
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780195078893
- eISBN:
- 9780199853762
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195078893.003.0004
- Subject:
- History, American History: 20th Century
Raising funds was one of the difficulties faced by hospital reformers in their aim to support black hospitals. Given the lack of financial capabilities of the patients and the increasing expense of ...
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Raising funds was one of the difficulties faced by hospital reformers in their aim to support black hospitals. Given the lack of financial capabilities of the patients and the increasing expense of operating these hospitals, black reformers recognized that no movement for the improvement of black hospitals could succeed without the white's cooperation and financial assistance. This chapter studies the activities of three white philanthropic foundations—the Duke Endowment, the Julius Rosenwald Fund, and the General Education Board—with regard to black hospital reform. In particular, this chapter illustrates how the Rosenwald Fund maintained a broad-based black health program that supported programs in professional education, public health, outpatient services, and hospital care; the Duke Endowment's substantial financing for the operation and construction of black hospitals in North and South Carolina; and the General Education Board's (GEB) donation of funds for educational programs at selected hospitals.Less
Raising funds was one of the difficulties faced by hospital reformers in their aim to support black hospitals. Given the lack of financial capabilities of the patients and the increasing expense of operating these hospitals, black reformers recognized that no movement for the improvement of black hospitals could succeed without the white's cooperation and financial assistance. This chapter studies the activities of three white philanthropic foundations—the Duke Endowment, the Julius Rosenwald Fund, and the General Education Board—with regard to black hospital reform. In particular, this chapter illustrates how the Rosenwald Fund maintained a broad-based black health program that supported programs in professional education, public health, outpatient services, and hospital care; the Duke Endowment's substantial financing for the operation and construction of black hospitals in North and South Carolina; and the General Education Board's (GEB) donation of funds for educational programs at selected hospitals.
John W. Boyer
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226242514
- eISBN:
- 9780226242651
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226242651.001.0001
- Subject:
- Education, History of Education
This book is a history of the University of Chicago, from its first founding in 1857 through its re-founding in 1890 till today. It presents the story of the emergence and growth of a complex ...
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This book is a history of the University of Chicago, from its first founding in 1857 through its re-founding in 1890 till today. It presents the story of the emergence and growth of a complex academic community, particularly the College, focusing on the nature of its academic culture and curricula, the experience of its students, its engagement with Chicago’s civic community, and the resources and conditions that have enabled the University to sustain itself. It focuses on two issues particular to undergraduate liberal arts colleges set within larger research universities. First, while the University’s relationship to the undergraduate College has been unpredictable, that relationship has had enormous influence over the identity and fiscal health of the larger institution. Second, Chicago’s history reveals a unique chronological flow within the story of American higher education, in that its “Golden Age” of fiscal bounty and rising ambitions came before 1945. Yet its successes proved fragile precisely because Chicago found itself on a different demographic trajectory than its peers, characterized by a collapse of undergraduate enrolment in the 1950s that profoundly disadvantaged the welfare of the University in the next forty years. These two themes run through an unusually complicated and controversial history, which has been shrouded at many points by layers of myth and hearsay. It is the contention of this book that one can most accurately uncover such a university history by addressing questions to sources that can be authenticated and compared with other sources.Less
This book is a history of the University of Chicago, from its first founding in 1857 through its re-founding in 1890 till today. It presents the story of the emergence and growth of a complex academic community, particularly the College, focusing on the nature of its academic culture and curricula, the experience of its students, its engagement with Chicago’s civic community, and the resources and conditions that have enabled the University to sustain itself. It focuses on two issues particular to undergraduate liberal arts colleges set within larger research universities. First, while the University’s relationship to the undergraduate College has been unpredictable, that relationship has had enormous influence over the identity and fiscal health of the larger institution. Second, Chicago’s history reveals a unique chronological flow within the story of American higher education, in that its “Golden Age” of fiscal bounty and rising ambitions came before 1945. Yet its successes proved fragile precisely because Chicago found itself on a different demographic trajectory than its peers, characterized by a collapse of undergraduate enrolment in the 1950s that profoundly disadvantaged the welfare of the University in the next forty years. These two themes run through an unusually complicated and controversial history, which has been shrouded at many points by layers of myth and hearsay. It is the contention of this book that one can most accurately uncover such a university history by addressing questions to sources that can be authenticated and compared with other sources.
Philipp Gonon and Markus Maurer
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199599431
- eISBN:
- 9780191731518
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199599431.003.0005
- Subject:
- Business and Management, Knowledge Management
The historical development of Switzerland’s collective skill formation system is strongly interrelated with the structure and overall trajectory of the country’s political economic system. From early ...
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The historical development of Switzerland’s collective skill formation system is strongly interrelated with the structure and overall trajectory of the country’s political economic system. From early industrialization until the present, cleavages have existed not only between the federal state and the cantons, between the representatives of employers and the labor force but also between different factions of the key stakeholders in the political economy (i.e., employers’ associations, labor movement, and political parties). As a consequence, educational stakeholders and the federal administration have played a key role in the development of the skill system. In this context, apprenticeship training has continued to be a widely accepted model of skills provision and thus to form the core of the Swiss vocational education and training (VET) system. Nevertheless, this system has been adapted in recent years to ensure that more general and academic skills are being provided.Less
The historical development of Switzerland’s collective skill formation system is strongly interrelated with the structure and overall trajectory of the country’s political economic system. From early industrialization until the present, cleavages have existed not only between the federal state and the cantons, between the representatives of employers and the labor force but also between different factions of the key stakeholders in the political economy (i.e., employers’ associations, labor movement, and political parties). As a consequence, educational stakeholders and the federal administration have played a key role in the development of the skill system. In this context, apprenticeship training has continued to be a widely accepted model of skills provision and thus to form the core of the Swiss vocational education and training (VET) system. Nevertheless, this system has been adapted in recent years to ensure that more general and academic skills are being provided.
Marjorie Garber
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780823242047
- eISBN:
- 9780823242085
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823242047.001.0001
- Subject:
- Literature, Criticism/Theory
This book explores language and argues that all words are inescapably loaded—that is, highly charged, explosive, substantial, intoxicating, fruitful, and overbrimming—and that such loading is what ...
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This book explores language and argues that all words are inescapably loaded—that is, highly charged, explosive, substantial, intoxicating, fruitful, and overbrimming—and that such loading is what makes language matter. The author casts her eye over terms from knowledge, belief, madness, interruption, genius, and celebrity to the humanities, general education, and academia. Included here are an array of essays, from the title piece, with its demonstration of the importance of language to our thinking about the world; to “Mad Lib,” on the concept of madness from Mad magazine to debates between Michel Foucault and Jacques Derrida; to pieces on William Shakespeare, “the most culturally loaded name of our time,” and the Renaissance.Less
This book explores language and argues that all words are inescapably loaded—that is, highly charged, explosive, substantial, intoxicating, fruitful, and overbrimming—and that such loading is what makes language matter. The author casts her eye over terms from knowledge, belief, madness, interruption, genius, and celebrity to the humanities, general education, and academia. Included here are an array of essays, from the title piece, with its demonstration of the importance of language to our thinking about the world; to “Mad Lib,” on the concept of madness from Mad magazine to debates between Michel Foucault and Jacques Derrida; to pieces on William Shakespeare, “the most culturally loaded name of our time,” and the Renaissance.
Joan Malczewski
- Published in print:
- 2016
- Published Online:
- September 2017
- ISBN:
- 9780226394626
- eISBN:
- 9780226394763
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226394763.003.0002
- Subject:
- Education, History of Education
Chapter One explores the emergence of three 20th Century foundations that promoted southern education reform, the General Education Board, the Rosenwald Fund, and the Negro Rural School Fund (Jeanes ...
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Chapter One explores the emergence of three 20th Century foundations that promoted southern education reform, the General Education Board, the Rosenwald Fund, and the Negro Rural School Fund (Jeanes Fund). The annual Conference for Education in the South began at Capon Springs, West Virginia in 1898 and brought together an assembly of leaders in farming, business, church, and school, but quickly became an important venue for far-reaching collaboration between reformers, university scholars, northern businessmen, and southerners who represented state interests. The foundations involved in southern education developed from the extensive collaboration that these meetings produced. This chapter argues that education reform was instrumental to the broader goal of state building, and foundation programs specifically targeted state and local governance capacity. An effective public system of education required governance structures that could provide sufficient oversight, integrate a range of state and local agencies, and promote the organization and participation of local communities. Schooling promoted those administrative structures and helped to organize rural black communities. Foundation programs extended black educational opportunity and strengthened local governance capacity, but restricted the quality of education that would be available. Yet, their programs also had the potential to affect black agency over the longer term.Less
Chapter One explores the emergence of three 20th Century foundations that promoted southern education reform, the General Education Board, the Rosenwald Fund, and the Negro Rural School Fund (Jeanes Fund). The annual Conference for Education in the South began at Capon Springs, West Virginia in 1898 and brought together an assembly of leaders in farming, business, church, and school, but quickly became an important venue for far-reaching collaboration between reformers, university scholars, northern businessmen, and southerners who represented state interests. The foundations involved in southern education developed from the extensive collaboration that these meetings produced. This chapter argues that education reform was instrumental to the broader goal of state building, and foundation programs specifically targeted state and local governance capacity. An effective public system of education required governance structures that could provide sufficient oversight, integrate a range of state and local agencies, and promote the organization and participation of local communities. Schooling promoted those administrative structures and helped to organize rural black communities. Foundation programs extended black educational opportunity and strengthened local governance capacity, but restricted the quality of education that would be available. Yet, their programs also had the potential to affect black agency over the longer term.
Lois M. Quinn
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226100098
- eISBN:
- 9780226100128
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226100128.003.0002
- Subject:
- Economics and Finance, Public and Welfare
This chapter provides a history of the GED test from its inception in 1943 as a college placement exam for wounded World War II veterans and later as a requirement for GIs to meet before receiving ...
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This chapter provides a history of the GED test from its inception in 1943 as a college placement exam for wounded World War II veterans and later as a requirement for GIs to meet before receiving wartime high school diplomas. Ralph Tyler of the University of Chicago, E. F. Lindquist of the University of Iowa, and others associated with the American Council on Education promoted the test as part of their largely unsuccessful efforts to introduce “general education” curricula into the high schools and to end the dominance of the Carnegie unit system. Since the 1960s decisions were made to lower the test's reading levels, market the GED for school age youth, and distance the GED's emphasis away from the academic regimen and character skills required of traditional graduates. Government funding supports GED test-prep instruction as a substitute to high school attendance and coursework for credit-deficient teens and adults.Less
This chapter provides a history of the GED test from its inception in 1943 as a college placement exam for wounded World War II veterans and later as a requirement for GIs to meet before receiving wartime high school diplomas. Ralph Tyler of the University of Chicago, E. F. Lindquist of the University of Iowa, and others associated with the American Council on Education promoted the test as part of their largely unsuccessful efforts to introduce “general education” curricula into the high schools and to end the dominance of the Carnegie unit system. Since the 1960s decisions were made to lower the test's reading levels, market the GED for school age youth, and distance the GED's emphasis away from the academic regimen and character skills required of traditional graduates. Government funding supports GED test-prep instruction as a substitute to high school attendance and coursework for credit-deficient teens and adults.
Geoffrey Galt Harpham
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226480787
- eISBN:
- 9780226480954
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226480954.003.0001
- Subject:
- History, American History: 20th Century
The American system of education, while vast, various, and decentralized, reflects commitments and principles long thought to be central to American national identity. The system that emerged with ...
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The American system of education, while vast, various, and decentralized, reflects commitments and principles long thought to be central to American national identity. The system that emerged with great clarity after the Second World War was deliberately designed to be an instrument of democratic aspirations announced at the founding of the nation. The focus on a universal, general, and liberal education at both the secondary and postsecondary levels distinguishes the American system from all others. Less
The American system of education, while vast, various, and decentralized, reflects commitments and principles long thought to be central to American national identity. The system that emerged with great clarity after the Second World War was deliberately designed to be an instrument of democratic aspirations announced at the founding of the nation. The focus on a universal, general, and liberal education at both the secondary and postsecondary levels distinguishes the American system from all others.
Jamie Cohen-Cole
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226092164
- eISBN:
- 9780226092331
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226092331.003.0002
- Subject:
- History, History of Science, Technology, and Medicine
This chapter examines the debate over pedagogy that roiled education and policymaking circles in the 1930s and first half of the 1940s. Discussions were imbued with politics and with midcentury ...
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This chapter examines the debate over pedagogy that roiled education and policymaking circles in the 1930s and first half of the 1940s. Discussions were imbued with politics and with midcentury anxiety about the fracturing of the modern world. Questions of pedagogy frequently became philosophical discussions about the meaning of proper citizenship, the definition of a good society, and the true meaning of democracy. In the end, neither liberal education nor general education succeeded in achieving dominance. Solution came in the form of a synthesis developed at Harvard in 1943-1945. The work of a committee of professors and outside consultants was to provide a vision of the right kind of mind for America that came to have lasting influence. That vision emphasized the cultivation of expert mental skills over factual knowledge as the basis of citizenship.Less
This chapter examines the debate over pedagogy that roiled education and policymaking circles in the 1930s and first half of the 1940s. Discussions were imbued with politics and with midcentury anxiety about the fracturing of the modern world. Questions of pedagogy frequently became philosophical discussions about the meaning of proper citizenship, the definition of a good society, and the true meaning of democracy. In the end, neither liberal education nor general education succeeded in achieving dominance. Solution came in the form of a synthesis developed at Harvard in 1943-1945. The work of a committee of professors and outside consultants was to provide a vision of the right kind of mind for America that came to have lasting influence. That vision emphasized the cultivation of expert mental skills over factual knowledge as the basis of citizenship.
Douglas Jacobsen and Rhonda Hustedt Jacobsen
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199844739
- eISBN:
- 9780199950331
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199844739.003.0001
- Subject:
- Religion, Religion and Society
Religion has become more visible on many college and university campuses, as illustrated by examples including Penn State, MIT, Harvard, and Boston College. The religion that has “returned” to ...
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Religion has become more visible on many college and university campuses, as illustrated by examples including Penn State, MIT, Harvard, and Boston College. The religion that has “returned” to higher education is not, however, the old religion of the past. Religion today is characterized by pluriformity, meaning not only that more religious traditions are now present in American society, but also that the contours of religion are less clear. We currently inhabit a religio-secular world where many different life stances interact. In this context, religion has to be defined broadly to include not just traditional religion, but also what Thomas Luckmann called “invisible religion,” or what Paul Tillich called “ultimate concerns.” Understood this way, religion is not something that has to be imported into higher education, because religion is already present there (albeit sometimes invisibly). Paying attention to the varied religious dimensions of learning will enhance, not undermine, higher education as a whole.Less
Religion has become more visible on many college and university campuses, as illustrated by examples including Penn State, MIT, Harvard, and Boston College. The religion that has “returned” to higher education is not, however, the old religion of the past. Religion today is characterized by pluriformity, meaning not only that more religious traditions are now present in American society, but also that the contours of religion are less clear. We currently inhabit a religio-secular world where many different life stances interact. In this context, religion has to be defined broadly to include not just traditional religion, but also what Thomas Luckmann called “invisible religion,” or what Paul Tillich called “ultimate concerns.” Understood this way, religion is not something that has to be imported into higher education, because religion is already present there (albeit sometimes invisibly). Paying attention to the varied religious dimensions of learning will enhance, not undermine, higher education as a whole.
Robert J. Thompson
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780199969784
- eISBN:
- 9780199395538
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199969784.003.0001
- Subject:
- Psychology, Social Psychology
In response to the callfor a reconsideration of the purposes of higher education, this chapter argues that responsiveness to societal needs is one source of guidance for formulating an institution’s ...
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In response to the callfor a reconsideration of the purposes of higher education, this chapter argues that responsiveness to societal needs is one source of guidance for formulating an institution’s purposes. It is also argued that the major societal needs of the 21st century are for individuals who have the intellectual and personal capabilities to constructively engage political, ethnic, and religious differences. Meeting these societal needs requires a transformation in both the purposes and practices of higher education. The current need for transformation is situated in the context of previous transformations in higher education, including secularization, post-secularization, the move to general education, and recent efforts to reform undergraduate education, particularly at research universitiesLess
In response to the callfor a reconsideration of the purposes of higher education, this chapter argues that responsiveness to societal needs is one source of guidance for formulating an institution’s purposes. It is also argued that the major societal needs of the 21st century are for individuals who have the intellectual and personal capabilities to constructively engage political, ethnic, and religious differences. Meeting these societal needs requires a transformation in both the purposes and practices of higher education. The current need for transformation is situated in the context of previous transformations in higher education, including secularization, post-secularization, the move to general education, and recent efforts to reform undergraduate education, particularly at research universities
Sandra L. Stauffer
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199832286
- eISBN:
- 9780199979806
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199832286.003.0005
- Subject:
- Music, Performing Practice/Studies, Psychology of Music
This chapter examines the notion that teachers' beliefs about teaching and learning may constitute the most powerful tools that they bring to the classroom. The concept of effective pedagogy, defined ...
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This chapter examines the notion that teachers' beliefs about teaching and learning may constitute the most powerful tools that they bring to the classroom. The concept of effective pedagogy, defined as rooted in particular belief structures and actions, is introduced and developed through an examination of the specific beliefs, values and experiences that teacher-educators, pre-service and in-service teachers must all negotiate. Issues of creator identity, historical and evolving conceptions of what music is, and ideas on how and why music should be taught are presented with the acknowledgement that each is shaped and framed within an interwoven complex of social, cultural, political, and educational contexts. Models of compositional contexts and tasks are provided to highlight composition's powerful potential within the general education curriculum.Less
This chapter examines the notion that teachers' beliefs about teaching and learning may constitute the most powerful tools that they bring to the classroom. The concept of effective pedagogy, defined as rooted in particular belief structures and actions, is introduced and developed through an examination of the specific beliefs, values and experiences that teacher-educators, pre-service and in-service teachers must all negotiate. Issues of creator identity, historical and evolving conceptions of what music is, and ideas on how and why music should be taught are presented with the acknowledgement that each is shaped and framed within an interwoven complex of social, cultural, political, and educational contexts. Models of compositional contexts and tasks are provided to highlight composition's powerful potential within the general education curriculum.
Charles Fowler
- Published in print:
- 2001
- Published Online:
- October 2011
- ISBN:
- 9780195148336
- eISBN:
- 9780199849154
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195148336.003.0007
- Subject:
- Music, Philosophy of Music
Discrete study of the various individual arts can enhance human perception and understanding uniquely and significantly. These dimensions qualify the arts to be an important part of general education ...
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Discrete study of the various individual arts can enhance human perception and understanding uniquely and significantly. These dimensions qualify the arts to be an important part of general education for all students, but they are not the whole story. There is another application that can provide impressive educational dividends: the arts used as vehicles to enhance learning in other subjects. The arts can function in tandem with the entire curriculum, enlivening it and ensuring the student's engagement in the learning process. Music, the visual arts, the media, and theater were used as the means of learning history. They were fused with the subject matter, relating them to the subject being studied and, in the process, enlarging and invigorating learning. This “integration” of the arts can be taken to a more profound dimension in which the classroom creates an environment in which the arts are treated as a primary context for learning to take place.Less
Discrete study of the various individual arts can enhance human perception and understanding uniquely and significantly. These dimensions qualify the arts to be an important part of general education for all students, but they are not the whole story. There is another application that can provide impressive educational dividends: the arts used as vehicles to enhance learning in other subjects. The arts can function in tandem with the entire curriculum, enlivening it and ensuring the student's engagement in the learning process. Music, the visual arts, the media, and theater were used as the means of learning history. They were fused with the subject matter, relating them to the subject being studied and, in the process, enlarging and invigorating learning. This “integration” of the arts can be taken to a more profound dimension in which the classroom creates an environment in which the arts are treated as a primary context for learning to take place.
Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman (eds)
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816679706
- eISBN:
- 9781452947631
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816679706.001.0001
- Subject:
- Education, Educational Policy and Politics
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those ...
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Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. This book provides a solid picture of the past, present, and possible future of CBM progress monitoring. This book presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond.Less
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. This book provides a solid picture of the past, present, and possible future of CBM progress monitoring. This book presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond.
Geoffrey Galt Harpham
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226480787
- eISBN:
- 9780226480954
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226480954.001.0001
- Subject:
- History, American History: 20th Century
Is there an American philosophy of education? This book contends that there is, and that the system of general, universal, and liberal education that became national policy after WWII reflected a ...
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Is there an American philosophy of education? This book contends that there is, and that the system of general, universal, and liberal education that became national policy after WWII reflected a distinctive national self-understanding. Exploring the deep currents of commitment and aspiration that informed that system, this book argues that many of the distinctive features of American education reflect a recognition that only education could solve the problems created by democracy, and particularly by a written Constitution. The need for citizens to have disciplined opinions, especially about the meaning of texts, accounts for the centrality of the humanities and the distinctive prominence of English in the American curriculum. In the final section, the book offers a striking new account of the history of literary study in the United States that places it in the context of a national project of education.Less
Is there an American philosophy of education? This book contends that there is, and that the system of general, universal, and liberal education that became national policy after WWII reflected a distinctive national self-understanding. Exploring the deep currents of commitment and aspiration that informed that system, this book argues that many of the distinctive features of American education reflect a recognition that only education could solve the problems created by democracy, and particularly by a written Constitution. The need for citizens to have disciplined opinions, especially about the meaning of texts, accounts for the centrality of the humanities and the distinctive prominence of English in the American curriculum. In the final section, the book offers a striking new account of the history of literary study in the United States that places it in the context of a national project of education.
Donald N. Levine
- Published in print:
- 2006
- Published Online:
- February 2013
- ISBN:
- 9780226475530
- eISBN:
- 9780226475783
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226475783.003.0007
- Subject:
- Education, Philosophy and Theory of Education
This chapter focuses on Joseph Jackson Schwab and his contributions to the reconstruction of general education. Schwab became a prime mover behind Chicago's three-year sequence in the natural ...
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This chapter focuses on Joseph Jackson Schwab and his contributions to the reconstruction of general education. Schwab became a prime mover behind Chicago's three-year sequence in the natural sciences—a curriculum which has captured the attention of science educators ever since. He helped create the famed course in Observation, Interpretation, and Integration, which he taught for nearly two decades. As pedagogue, he was legendary; students invariably recall him as one who made learning in the second Hutchins College electrifying. A key player in the University Examiner's office, he broke new ground in creating evaluation instruments geared to specific goals of liberal learning. One of the rare natural scientists accomplished in humanistic learning as well, he was eagerly embraced by Hutchins and Adler in their extension programs for teaching and publishing the Great Books of the Western World. Following these germinal achievements during the Hutchins years at Chicago, Schwab went on to address a national audience with provocative essays on the liberal curriculum and pedagogical practice.Less
This chapter focuses on Joseph Jackson Schwab and his contributions to the reconstruction of general education. Schwab became a prime mover behind Chicago's three-year sequence in the natural sciences—a curriculum which has captured the attention of science educators ever since. He helped create the famed course in Observation, Interpretation, and Integration, which he taught for nearly two decades. As pedagogue, he was legendary; students invariably recall him as one who made learning in the second Hutchins College electrifying. A key player in the University Examiner's office, he broke new ground in creating evaluation instruments geared to specific goals of liberal learning. One of the rare natural scientists accomplished in humanistic learning as well, he was eagerly embraced by Hutchins and Adler in their extension programs for teaching and publishing the Great Books of the Western World. Following these germinal achievements during the Hutchins years at Chicago, Schwab went on to address a national audience with provocative essays on the liberal curriculum and pedagogical practice.
Eric A. Moyen
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129839
- eISBN:
- 9780813135694
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129839.003.0003
- Subject:
- History, American History: 20th Century
As Frank McVey hastily accepted the University of Kentucky presidency, some believe that this was because he needed to avoid tension brewing in North Dakota. Abraham Flexner, who served as the ...
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As Frank McVey hastily accepted the University of Kentucky presidency, some believe that this was because he needed to avoid tension brewing in North Dakota. Abraham Flexner, who served as the secretary of New York's General Education Board was the one who recommended McVey to the presidential search committee after hearing about the opening in his home state. Although McVey was working on the East Coast, the search committee was able to contact him in a week. The committee immediately wanted to pursue McVey for the position. The Board of Trustees supported the recommendation. Both of McVey's parents offered advice regarding the position. This chapter looks into some of McVey's earlier experiences as he was recommended for the presidency.Less
As Frank McVey hastily accepted the University of Kentucky presidency, some believe that this was because he needed to avoid tension brewing in North Dakota. Abraham Flexner, who served as the secretary of New York's General Education Board was the one who recommended McVey to the presidential search committee after hearing about the opening in his home state. Although McVey was working on the East Coast, the search committee was able to contact him in a week. The committee immediately wanted to pursue McVey for the position. The Board of Trustees supported the recommendation. Both of McVey's parents offered advice regarding the position. This chapter looks into some of McVey's earlier experiences as he was recommended for the presidency.
