American Higher Education Transformed, 1940–2005: Documenting the National DiscourseWilson 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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... reason. But we must not forget that academe su√ered under the dark cloud of McCarthyism; its destructive challenges to academic freedom ruined lives and distorted scholarship (X, 1–4).∞≥ Higher education was also marked by the color ...
... reason, science, and the rigor of scientific methods could solve social problems after the fashion of the Manhattan Project, which had produced what they considered to be the decisive weapon in the war, or of DDT, with its promise to ...
... reasons, one political and the other intellectual with political implications. The Ford Foundation feared that ... reason was to emphasize the importance of the individual.≥≠ In contrast to the classic social sciences, which took ...
... reason, was certainly not achieved without skepticism, observation, or the test of experience. The ancient atomists and medical writers and, to a large extent, Socrates himself relied precisely on induction from observed facts. Socrates ...
... reason which is the basis for trust in the future of the democracy. And if it is not, strictly speaking, implied in all statements of the scientific method, there is no doubt that science has become its powerful instrument. In this ...
Contenido
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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American Higher Education Transformed, 1940--2005: Documenting the National ... Wilson Smith,Thomas Bender Vista previa limitada - 2008 |