American Higher Education Transformed, 1940–2005: Documenting the National Discourse

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Wilson Smith, Thomas Bender
JHU Press, 2008 M04 11 - 544 páginas

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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Contenido

Introduction
1
Part I The Terrain
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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Página 190 - Ah, love, let us be true To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; And we are here as on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night.
Página 455 - Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher * or the institution as a whole. The common good depends upon the free search for truth and its free exposition.
Página 455 - Members, as endorsed by the Association of American Colleges and the American Association of University Professors in 1961.
Página 456 - ... (2) Beginning with appointment to the rank of full-time instructor or a higher rank, the probationary period should not exceed seven years, including within this period full-time service in all institutions of higher education; but subject to the proviso that when, after a term of probationary service of more than three years in one or more institutions...
Página 456 - In the interpretation of this principle it is understood that the following represents acceptable academic practice: ( 1 ) The precise terms and conditions of every appointment should be stated in writing and be in the possession of both institution and teacher before the appointment is consummated.
Página 443 - The guarantee of equal protection cannot mean one thing when applied to one individual and something else when applied to a person of another color. If both are not accorded the same protection, then it is not equal...
Página 455 - This restatement is known to the profession as the 1940 Statement of Principles on Academic Freedom and Tenure. The 1940 Statement is printed below, followed by Interpretive Comments as developed by representatives of the American Association of University Professors and the Association of American Colleges during 1969. The purpose of this statement is to promote public understanding and support of academic freedom and tenure and agreement upon procedures to assure them in colleges and universities.
Página 244 - One of the things a scientific community acquires with a paradigm is a criterion for choosing problems that, while the paradigm is taken for granted, can be assumed to have solutions.

Acerca del autor (2008)

Wilson Smith is professor emeritus of history at the University of California, Davis. Thomas Bender is University Professor of the Humanities and a professor of history at New York University. He is the author of Toward an Urban Vision: Ideas and Institutions in Nineteenth-Century America, winner of the Frederick Jackson Turner Prize of the Organization of American Historians; New York Intellect: A History of Intellectual Life in New York City from 1750 to the Beginnings of Our Own Time; Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States; and Community and Social Change in America; all published by Johns Hopkins.

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