The Academic RevolutionTransaction Publishers, 2001 M11 30 - 580 páginas The Academic Revolution describes the rise to power of professional scholars and scientists, first in America's leading universities and now in the larger society as well. Without attempting a full-scale history of American higher education, it outlines a theory about its development and present status. It is illustrated with firsthand observations of a wide variety of colleges and universities the country over-colleges for the rich and colleges for the upwardly mobile; colleges for vocationally oriented men and colleges for intellectually and socially oriented women; colleges for Catholics and colleges for Protestants; colleges for blacks and colleges for rebellious whites. The authors also look at some of the revolution's consequences. They see it as intensifying conflict between young and old, and provoking young people raised in permissive, middle-class homes to attacks on the legitimacy of adult authority. In the process, the revolution subtly transformed the kinds of work to which talented young people aspire, contributing to the decline of entrepreneurship and the rise of professionalism. They conclude that mass higher education, for all its advantages, has had no measurable effect on the rate of social mobility or the degree of equality in American society. Jencks and Riesman are not nostalgic; their description of the nineteenth-century liberal arts colleges is corrosively critical. They maintain that American students know more than ever before, that their teachers are more competent and stimulating than in earlier times, and that the American system of higher education has brought the American people to an unprecedented level of academic competence. But while they regard the academic revolution as having been an historically necessary and progressive step, they argue that, like all revolutions, it can devour its children. For Jencks and Riesman, academic professionalism is an advance over amateur gentility, but they warn of its dangers and limitations: the elitism and arrogance implicit in meritocracy, the myopia that derives from a strictly academic view of human experience and understanding, the complacency that comes from making technical competence an end rather than a means. Christopher Jencks is Malcolm Wiener Professor of Social Policy at the Kennedy School of Government at Harvard University. He is the author of Rethinking Social Policy: Race, Poverty and the Underclass, The Homeless, and co-editor of The Black-White Text Score Gap. David Riesman is Henry Ford II Professor Emeritus of Sociology at Harvard University. He is the author of Thorstein Veblen, Abundance for What, The Lonely Crowd, and Variety in American Education. |
Contenido
xxvii | |
6 | |
10 | |
18 | |
26 | |
The Role of Student Subcultures | 33 |
The Adult Backlash and the Safe Colleges | 48 |
Education versus Certification | 59 |
Admissions Requirements in the Public and Private Sectors | 277 |
College Imagery and SelfImagery | 284 |
The Rise of Coeducation | 289 |
The Womens Colleges | 300 |
Protestant Denominationalism | 310 |
Diversity Separatism and the Founding of New Colleges | 312 |
Natural Selection and Evolution among Denominational Colleges | 320 |
The Holdouts Face the Future | 326 |
Social Stratification in America | 62 |
Cultural Stratification in America | 72 |
The Emergence of Mass Higher Education | 88 |
Higher Education as a Social Sieve | 95 |
Pricing | 105 |
Tests | 119 |
Motivation | 131 |
Financial Reform | 134 |
Academic Reform | 138 |
Mobility or Equality? | 144 |
IV Nationalism versus Localism | 153 |
The Early Localists | 154 |
The Rise of National Professions | 158 |
NonMeritocratic Nationalization | 163 |
Politics Taxes and Localism | 166 |
Regional Variations | 169 |
Localism Pluralism and Meritocracy | 175 |
Localism and Commuting | 179 |
Geographic Dispersion and Community Development | 183 |
Age and Sponsorship in Nationalization | 189 |
Professionalism and Its Consequences | 197 |
Seminaries | 205 |
Medical Schools | 210 |
Military Academies | 217 |
Engineering Schools | 221 |
Teachers Colleges | 229 |
Graduate Schools of Arts and Sciences | 234 |
An Overview | 249 |
the PublicPrivate Controversy The Bifurcation of Higher Education | 255 |
The Financing of Public and Private Colleges | 268 |
Catholicism in America | 332 |
The Control of Catholic Colleges | 341 |
Clerical versus Lay Models | 354 |
Sex | 373 |
Geography | 378 |
Class | 380 |
Ethnicity | 393 |
The Future of the Catholic Colleges | 396 |
Negroes in America | 404 |
The Evolution of the Negro Colleges | 415 |
The Fruits of Oppression | 423 |
Recruitment | 434 |
The Future of the Private Negro Colleges | 449 |
Alternatives for the Private Negro Colleges | 459 |
The Future of the Public Negro Colleges | 467 |
Conclusion and Postscript | 472 |
XL The AntiUniversity Colleges | 478 |
The Community College Movement | 479 |
The General Education Movement | 490 |
Other NonAcademic Professions and Organizations | 502 |
The Pitfalls of Nostalgia | 508 |
Starting at the Top | 511 |
Pure versus Applied Work | 514 |
The Need for More Mobility and Anarchy | 521 |
The Art of Teaching | 529 |
Conclusion | 537 |
References | 543 |
557 | |
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Términos y frases comunes
academic profession academic revolution administrators adult alumni American aptitude attend become better Boston College campus career Catholic colleges Census cent Church coeducational colonial colleges community colleges competence course cultural David Riesman economic efforts elite engineering enrollment established ethnic example faculty families feel four-year freshmen grades graduate schools graduate students groups Harvard high school higher education important income intellectual interest Jesuits junior colleges less liberal arts liberal arts colleges major medical schools meritocratic mobility nineteenth century non-Catholic Nonetheless occupational over-all parents perhaps political private colleges private Negro colleges probably problems profes professional schools professors programs proportion Protestant colleges Protestantism public colleges reason recruit relatively religious role scholars scholarships sciences sector secular seems sex segregation social social classes sort subculture teachers teaching tion traditional tuition undergraduate universities upper-middle class usually white colleges women women's colleges World War II young
Referencias a este libro
The Sociology of Philosophies: A Global Theory of Intellectual Change Randall Collins Vista previa limitada - 2009 |
The Contradictory College: The Conflicting Origins, Impacts, and Futures of ... Kevin J. Dougherty Sin vista previa disponible - 1994 |