Politics by Other Means

Politics by Other Means
Title Politics by Other Means PDF eBook
Author David Bromwich
Publisher Yale University Press
Pages 284
Release 1994-01-01
Genre Education
ISBN 9780300059205

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Liberal education has been under siege in recent years. Far-right ideologues in journalism and government have pressed for a uniform curriculum that focuses on the achievements of Western culture. Partisans of the academic left, who hold our culture responsible for the evils of society, have attempted to redress imbalances by fostering multiculturalism in education. In this eloquent and passionate book a distinguished scholar criticizes these positions and calls for a return to the tradition of independent thinking that he contends has been betrayed by both right and left. Under the guise of educational reform, says David Bromwich, these groups are in fact engaging in politics by other means. Bromwich argues that rivals in the debate over education have one thing in common: they believe in the all-importance of culture. Each assumes that culture confers identity, decides the terms of every moral choice, and gives a meaning to life. Both sides therefore see education as a means to indoctrinate students in specific cultural and political dogmas. By contrast, Bromwich contends that genuine education is concerned less with culture than with critical thinking and independence of mind. This view of education is not a middle way among the political demands of the moment, says Bromwich. Its earlier advocates include Mill and Wollstonecraft, and its roots can be traced to such secular moralists as Burke and Hume. Bromwich attacks the anti-democratic and intolerant premises of both right and left--premises that often appear in the conservative guise of "preserving the tradition" on the one hand, or the radical guise of "opening up the tradition" on the other. He discusses the new academic "fundamentalists" and the politically correct speech codes they have devised to enforce a doctrine of intellectual conformity; educational policy as articulated by conservative apologists George Will and William Bennett; the narrow logic of institutional radicalism; the association between personal reflection and social morality; and the discipline of literary study, where the symptoms of cultural conflict have appeared most visibly. Written with the wisdom and conviction of a dedicated teacher, this book is a persuasive plea to recover a true liberal tradition in academia and government--through independent thinking, self-knowledge, and tolerance of other points of view.

Resources in Education

Resources in Education
Title Resources in Education PDF eBook
Author
Publisher
Pages 764
Release 2001
Genre Education
ISBN

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Higher Education Under Fire

Higher Education Under Fire
Title Higher Education Under Fire PDF eBook
Author Michael Bérubé
Publisher Psychology Press
Pages 392
Release 1995
Genre College teachers
ISBN 9780415908061

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First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Saving Higher Education in the Age of Money

Saving Higher Education in the Age of Money
Title Saving Higher Education in the Age of Money PDF eBook
Author James Engell
Publisher University of Virginia Press
Pages 298
Release 2005
Genre Business & Economics
ISBN 9780813923314

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The new status of money -- Prestige, money, and the ends of higher education -- Learning for dollars -- Humanities and the market-model university -- The destruction of reading -- Means and ends, signs and symbols -- Packaging ethics -- Leading the self into the world -- Science, art, and democracy : a partnership -- The higher utility

American Higher Education since World War II

American Higher Education since World War II
Title American Higher Education since World War II PDF eBook
Author Roger L. Geiger
Publisher Princeton University Press
Pages 398
Release 2019-07-02
Genre Education
ISBN 069119064X

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A masterful history of the postwar transformation of American higher education American higher education is nearly four centuries old. But in the decades after World War II, as government and social support surged and enrollments exploded, the role of colleges and universities in American society changed dramatically. Roger Geiger provides the most complete and in-depth history of this remarkable transformation, taking readers from the GI Bill and the postwar expansion of higher education to the social upheaval of the 1960s and 1970s, desegregation and coeducation, and the challenges confronting American colleges today. Shedding critical light on the tensions and triumphs of an era of rapid change, Geiger shows how American universities emerged after the war as the world’s most successful system for the advancement of knowledge, how the pioneering of mass higher education led to the goal of higher education for all, and how the “selectivity sweepstakes” for admission to the most elite schools has resulted in increased stratification today. He identifies 1980 as a turning point when the link between research and economic development stimulated a revival in academic research—and the ascendancy of the modern research university—that continues to the present. Sweeping in scope and richly insightful, this groundbreaking book demonstrates how growth has been the defining feature of modern higher education, but how each generation since the war has pursued it for different reasons. It provides the context we need to understand the complex issues facing our colleges and universities today, from rising inequality and skyrocketing costs to deficiencies in student preparedness and lax educational standards.

Culture and Anarchy

Culture and Anarchy
Title Culture and Anarchy PDF eBook
Author Matthew Arnold
Publisher Yale University Press
Pages 258
Release 1994-01-01
Genre Social Science
ISBN 9780300058673

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Culture and Anarchy remains a central text of the Westem intellectual tradition, articulating many of the issues around which the modern debate about cultural politics revolves: the nature of the State; the concept of freedom as governed by reason, in contrast to untrammelled liberty; the place of religion in society; the very idea of culture as an inward operation of the mind. A measure of the work's permanent influence is the number of current terms first coined in its pages, terms such as Philistines, Barbarians, and the famous definition of culture as the best that has been thought and said. Accused in some quarters of cultural elitism, Arnold's ideas continue to occupy the foreground of the debate, and for this reason the edition includes specially commissioned essays which set the text within contemporary, multicultural perspectives.

Postwar Higher Education in America

Postwar Higher Education in America
Title Postwar Higher Education in America PDF eBook
Author Richard B. Schwartz
Publisher Rowman & Littlefield
Pages 290
Release 2018-09-15
Genre Education
ISBN 0761870555

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The twenty million students now pursuing higher education in America are paying more than history, culture and the consumer price index can possibly justify, while the product they are purchasing is one that has become systematically debased. General education has been depreciated, core curricula eroded, expectations (at all levels) reduced. Slightly above half of the currently-enrolled students are graduating and only half of those are finding employment commensurate with what was once understood to be an authentic college education. Many are saddled with crippling debt, a particularly cruel reality for those who are unemployed or underemployed and unable to remove their debts via bankruptcy. Commentators now refer to the college campus as a country club or a daycare facility, one that is populated by a host of counselors, tutors and hand-holders who serve an often unprepared or underprepared student body. Remedial courses are commonplace, even with the systematic reduction of expectations. Among competing nations, international tests place our 15 year-olds no higher than 19th in three critical categories. Many now speak of "K-16 education" as our colleges replicate the atmosphere and behaviors of our grammar and high schools. How did we reach this point? How did the erosion of faculty and curricular authority occur within our institutions of higher learning? What roles were played by the radical students of the 1960s? How did our colleges of education contribute to the problem? How did corporatist administrators replace academic leaders and leverage ideologies to extend bureaucracy, attract and secure tuition dollars at any intellectual cost and create self-serving career paths for individuals running across the cracking ice of ineptitude and a lack of personal commitment? Most important, how can we reverse this process, recapture the relevant strengths of past practices, escape the gray vocationalism we now encounter at every turn and return to principles and standards that can legitimately be termed authentic? How can we save the previously-marginalized students who suffer the most within the current system? These are the questions posed by this book.