American Higher Education Transformed, 1940–2005: Documenting the National DiscourseWilson Smith, Thomas Bender JHU Press, 11 เม.ย. 2008 - 544 หน้า This long-awaited sequel to Richard Hofstadter and Wilson Smith's classic anthology American Higher Education: A Documentary History presents one hundred and seventy-two key edited documents that record the transformation of higher education over the past sixty years. The volume includes such seminal documents as Vannevar Bush's 1945 report to President Franklin D. Roosevelt, Science, the Endless Frontier; the U.S. Supreme Court decisions in Brown v. Board of Education and Sweezy v. New Hampshire; and Adrienne Rich's challenging essay "Taking Women Students Seriously." The wide variety of readings underscores responses of higher education to a memorable, often tumultuous, half century. Colleges and universities faced a transformation of their educational goals, institutional structures and curricula, and admission policies; the ethnic and economic composition of student bodies; an expanding social and gender membership in the professoriate; their growing allegiance to and dependence on federal and foundation financial aids; and even the definitions and defenses of academic freedom. Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education. |
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ผลการค้นหา 1 - 5 จาก 84
... forces that have shaped the Western mind. There is a sense in which education in the great books can be looked at as a secular continuation of the spirit of Protestantism. As early Protestantism, rejecting the authority and philosophy ...
... forces in our culture. As was pointed out earlier, this belief is the fruit at once of religion, of the Western tradition, and of the American tradition. It equally inspires the faith in human reason which is the basis for trust in the ...
... force in general education. Specialism enhances the centrifugal forces in so- ciety. The business of providing for the needs of society breeds a great diversity of special occupations; and a given specialist does not speak the language ...
... force. It fosters the open- mindedness and love of investigation which are the wellspring of change, and it devotes itself to the means by which change is brought about. The fact may not always be obvious. There is a sterile specialism ...
... forces of selfish materialism. If we lose that struggle, judging from present events abroad, scholarship as well as ... force for good and for personal happiness. I think of Yale, then, as a nondenominational educational institution not ...
เนื้อหา
1 | |
13 | |
Part II Expanding and Reshaping | 83 |
Part III Liberal Arts | 163 |
Part IV Graduate Studies | 203 |
Part V Disciplines and Interdisciplinarity | 239 |
Part VI Academic Profession | 293 |
Part VII Conflicts on and Beyond Campus | 345 |
Part VIII Government Foundations Corporations | 393 |
Part IX The Courts and Equal Educational Opportunity | 435 |
Part X Academic Freedom | 453 |
Part XI Rights of Students | 483 |
Part XII Academic Administration | 493 |
A Brief Concordance of Major Subjects | 523 |
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