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Toward an Ethic of Higher Education
$16.21
Book
This carefully reasoned book presents an alternative to those current views of higher education that regard it principally either as a leisure activity unconnected with the rest of life or as a special means for the advancement of the economy. Instead, the author asserts, higher education constitutes a primary social means for the forming of selves capable of participating widely and effectively in the affairs of a modern, complex world. What basic policy choices, then, should higher education make? The aim of this book is to locate the grounds on which American institutions of higher education might best decide among some of the major policy alternatives pressed on them by their commitments and the cirucmstances of their civilization, and then to appraise and judge those alternatives.
The author reacts against two primary tendencies in the history of higher education in the United States. The first he terms as "intellectualistic" education that turns colleges and universities into instruments for restricted class of potential connoisseurs of certain rare and marvelous objects; higher education's problem here is to determine the objects best deserving appreciation. The university need not concern itself with providing its students with experiences available in a democratic society, because they will have them in any event.
The second tendency is probably more prevalent today. Production tends to concern us more than refined consumption, and higher education cooperates by devoting itself to forming people who may be useful in a market economy. Education becomes investment, and bits and pieces of an intellectualistic education are more or less acceptable on the periphery - provided there is money for them.
The author recommends the furthering of self-interest of those who do the job of education - the students and faculty - as a principle of choice, and he suggests that taking the self-interest of students and faculty seriously and centrally may throw light on the relation of higher education to the ethical conduct of life.
He further suggests an "opening of the university" beyond its traditional limits toward the exchange of labor, toward the provision of exercises outside the system of exchange, toward the performance of the arts, toward the absorption or integration of politics within university practice and tradition, and, most important, toward an integration of ethics into policy and performance. The author sees persons disposed to ethical values as more valuable to society than either cultured minds or technological and business whizzes.
This is a reproduction edition from a scanned copy of the following original edition:
Title Toward an ethic of higher education
Author Mortimer Raymond Kadish
Publisher Stanford University Press, 1991
ISBN 0804718830, 9780804718837
Length 205 pages
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EDUCATION AND ANTHROPOLOGY
$19.60
Book
EDUCATION AND ANTHROPOLOGY
Edited by GEORGE D. SPINDLER
Papers from participants in the June 9-14, 1954 Conference sponsored by the School of Education and the Department of Sociology and Anthropology, Stanford University and the American Anthropological Association.
The opinions, concepts, and hypotheses expressed and developed in Education and Anthropology represent a new fusion between two fields of study. Each is concerned with a special aspect of the development of man; in the main, each has hitherto approached its goals independently of the other. In the conference from which this book stems, twenty-two outstanding anthropologists and educators met to pool their thinking for mutual benefit in the two fields.
Their intent was to explore ways in which understanding of social pressures and cultural patterns can help educators to understand the role of education in the cultural process and to function effectively in a society where values, beliefs, and attitudes are changing rapidly.
The topics discussed include the history of relations between education and anthropology; the school in the community context; ways in which educational goals are defeated by conflicts between cultural ideals and action; different types of communication and teacher-student relations; ways of developing intercultural understanding through education; differences between educational needs and cultural forces in the childhood and adolescent years; the relationships between anthropological and educational theory and philosophy; methods for the study of school systems in various social environments; and the dilemma of the educator in the South, where segregation has strong social and political support but has been declared unconstitutional by Supreme Court decision. Papers on each topic, written by authorities in the respective fields, were distributed before the conference as the basis for interchange of ideas. The book includes both the papers and transcripts of the ensuing discussions, edited by Dr. Spindler, together with an overview summary by Margaret Mead, one of America's leading anthropologists with an intense and long-term interest in education.
Research and application already accomplished are reviewed incidentally to critical analysis of projected developments of education and anthropology. Specialists in education evaluate, modify, and reformulate the approaches of the anthropologists in the light of their professional experience; anthropologists apply their concepts, methods, data, and point of view to the educative process in its broadest sense.
The result of such interdisciplinary collaboration is a fully co-operative product, filled with new concepts, hypotheses, and approaches. In the discussion of the effects of racial desegregation in Southern schools, practical suggestions show what kinds of data and ideas the anthropologists could organize to present to educators faced with the task of implementing the Supreme Court decision-a "field problem" of considerable importance.
This is a reproduction edition from a scanned copy of the original work:
Title: Education and Anthropology Editor: George D. Spindler
Publisher: Stanford University Press, 1955 ISBN: 080473822X
Authors of papers by: L. James Quillen, George D. Spindler, Bernard J. Siegel, John Gillen, Solon T. Kimball, Cora DuBois, C.W.M. Hart, Dorothy Lee, Jules Henry, and Theodore Brameld
Commentaries and discussions by the above and: Felix M. Keesing, Robert N. Bush, Hilda Taba, Lawrence K. Frank, William E. Martin, Margaret Mead, Fannie R. Shaftel, Paul R. Hanna, Arthur P. Coladarci, William H. Cowley, Lawrence G. Thomas, and Alfred L. Kroeber
Principles of College and University Administration
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Book
This is a reproduction editon from scan of the 1958 work.
Considering the long existence of universities, it is surprising that so little has been written about college and university administration. Students, dormitories, accounting procedures, curricula, and athletics have all received their share of published material. But a careful study of the internal operation of institutions of higher education has almost never been made.
Dr. Woodburne is an experienced educator and administrator, and he presents here a detailed analysis of academic leadership and planning, as they relate to areas of finance, public relations, personnel, curriculum, teaching, departmental administration, and research. The characteristics of effective leadership are defined, stressing the need for mutual respect and good faith between various levels, the creation and maintenance of smoothly functioning channels of communication which permit a free flow of ideas, and an understanding of the possible long-range effects of executive decisions.
The author states two essential conditions for a successful partnership between faculty and administration: problems which arise must be considered objectively and without personal prejudice, and the administration must provide for the free dissemination of information concerning interdepartmental activities and decisions. Although this contention will be subscribed to by most, it is violated as often as it is observed. Conflicts which frequently arise between teaching and management are explored in discussions of tenure, promotion, educational priorities, and the role of department heads.
The principal work of the college or university is performed by trained professionals, and its major product of an educated mind cannot be reduced to mechanical production measures. In fact,aside from typing and filing, the only routine mechanical operations of a university occur in the business office or in buildings and grounds activities. Everything else involves a teacher's concern for the validity of his subject matter, or value judgments on the part of administration. This volume will prove a useful and vital tool in the exercising of those judgments.
Lloyd S. Woodburne is Dean of the College of Arts and Sciences at the University of Washington, Seattle. He is the author of Faculty Personnel Policies in Higher Education.
This is a reproduction edition from a scanned copy of the original work:
Title Principles of College and University Administration
Author Lloyd S. Woodburne
Publisher Stanford University Press 1958
ISBN080473366X, 9780804733663
