Economics, Competition and Academia: An Intellectual History of Sophism Versus VirtueEdward Elgar Publishing, 2007 M01 1 - 148 páginas There is much to be praised in this book. It is interesting and compelling reading. . . Economics, Competition and Academia is a well written book and well worth reading. It provides a coherent perspective of the main avenues by which societies have provi |
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Página 2
... Plato and Aristotle on one side and the sophists on the other. As will be described in Chapter 2, the sophists were a group of immigrants who came to Athens and became profes- sional teachers of higher education for a fee. Three ...
... Plato and Aristotle on one side and the sophists on the other. As will be described in Chapter 2, the sophists were a group of immigrants who came to Athens and became profes- sional teachers of higher education for a fee. Three ...
Página 7
... Plato and Aristotle followed this approach . The second best alternative would be the condition of having a large , diversified body of patrons , with no single patron able to exercise influ- ence . Then the college could focus on its ...
... Plato and Aristotle followed this approach . The second best alternative would be the condition of having a large , diversified body of patrons , with no single patron able to exercise influ- ence . Then the college could focus on its ...
Página 12
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Contenido
1 | |
Sophism academia and Greek economics | 14 |
Adam Smith and sophism reaction to the endowment model | 31 |
Virtue and early academia in the US | 44 |
Academia and the rise of capitalism in the US | 62 |
Corporate capitalism and the university as a business | 78 |
Collegiate business schools in the US sophism or virtue | 97 |
Academia in transition the road to sophism | 121 |
Bibliography | 133 |
Index | 143 |
Otras ediciones - Ver todas
Economics, Competition and Academia: An Intellectual History of Sophism ... Donald Stabile Vista de fragmentos - 2007 |
Términos y frases comunes
AACSB academia academic Adam Smith aimed American Higher Education Apollo Group approach argued Aristotle’s Bentham business education business programs career Chapter colleges and universities collegiate business schools commerce competition costs courses curriculum earn economic Edward Elgar elective system Eliot endowment model enrolments exchange expand fee-based Flexner for-profit colleges graduate Greek Harvard higher education higher learning Hippias Hofstadter and Wilson human idea incentives increased institutions Isocrates John Stuart Mill land-grant universities law schools liberal arts Lowry Mark Blaug marketplace Mill mission of virtue moneymaking natural number of students offered Oxford person Plato and Aristotle practical professors profit Protagoras Richard Hofstadter Schools of Business Smith 1976b vol social society Socrates sophism sophists student fees taught teachers teaching technostructure Thorstein Veblen tion trustees tuition tuition-driven college tuition-driven model undergraduate University of Chicago unnatural acquisition Veblen wanted Wayland wealth Wilson Smith eds
Pasajes populares
Página 63 - It is better to be a human being dissatisfied than a pig satisfied ; better to be Socrates dissatisfied than a fool satisfied. And if the fool, or the pig, are of a different opinion, it is because they only know their own side of the question. The other party to the comparison knows both sides.
Página 38 - How selfish soever man may be supposed, there are evidently some principles in his nature, which interest him in the fortune of others, and render their happiness necessary to him, though he derives nothing from it except the pleasure of seeing it.
Página 58 - We have produced an article for which the demand is diminishing. We sell it at less than cost, and the deficiency is made up by charity. We give it away, and still the demand diminishes.
Página 64 - Laisserfaire, in short, should be the general practice : every departure from it, unless required by some great good, is a certain evil.
Página 81 - All that is spent during many years in opening the means of higher education to the masses would be well paid for if it called out one more Newton or Darwin, Shakespeare or Beethoven.
Página 39 - Have those public endowments contributed in general to promote the end of their institution ? Have they contributed to encourage the diligence, and to improve the abilities of the teachers ? Have they directed the course of education towards objects more useful, both to the individual and to the public, than those to which it would naturally have gone of its own accord ? It should not seem very difficult to give at least a probable answer to each of those questions.
Página 64 - The uncultivated cannot be competent judges of cultivation. Those who most need to be made wiser and better, usually desire it least, and if they desired it, would be incapable of finding the way to it by their own lights.
Página 59 - If by placing Latin and Greek upon their own merits, they are unable to retain their present place in the education of civilized and Christianized man, then let them give place to something better.
Referencias a este libro
The Living Wage: Lessons from the History of Economic Thought Donald Stabile Vista previa limitada - 2009 |