Perspectives on the history of higher education
著者
書誌事項
Perspectives on the history of higher education
（History of higher education annual, v. 24-26）
Transaction Publishers, c2005-
- 2005
- 2006
- 2007
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内容説明・目次
- 巻冊次
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2005 ISBN 9781412805179
内容説明
The early twentieth century witnessed the rise of middle-class mass periodicals that, while offering readers congenial material, also conveyed new depictions of manliness, liberal education, and the image of business leaders. "Should Your Boy Go to College?" asked one magazine story; and for over two decades these middle-class magazines answered, in numerous permutations, with a collective "yes!" In the course of interpreting these themes they reshaped the vision of a college education, and created the ideal of a college-educated businessman.
Volume 24 of the Perspectives on the History of Higher Education: 2005 provides historical studies touching on contemporary concerns--gender, high-ability students, academic freedom, and, in the case of the Barnes Foundation, the authority of donor intent. Daniel Clark discusses the nuanced changes that occurred to the image of college at the turn of the century. Michael David Cohen offers an important corrective to stereotypes about gender relations in nineteenth-century coeducational colleges. Jane Robbins traces how the young National Research Council embraced the cause of how to identify and encourage superior students as a vehicle for incorporating wartime advances in psychological testing. Susan R. Richardson considers the long Texas tradition of political interference in university affairs. Finally, Edward Epstein and Marybeth Gasman shed historical light on the recent controversy surrounding the Barnes Foundation.
The volume also contains brief descriptions of twenty recent doctoral dissertations in the history of higher education. This serial publication will be of interest to historians, sociologists, and of course, educational policymakers.
目次
Editor's Note, Piggy Goes to Harvard: Mass Magazines, the Middle Class, and the Re-Conceptualization of College for a Corporate Age, 1895-1910, "What Gender Is Lex?" Women, Men, and Power Relations in Colleges of the Nineteenth Century, The "Problem of the Gifted Student": National Research Council Efforts to Identify and Cultivate Undergraduate Talent in a New Era of Mass Education, 1919-1929, Reds, Race, and Research: Homer P. Rainey and the Grand Texas Tradition of Political Interference, 1939-1944, A Not-So-Systematic Effort to Study Art: Albert Barnes and Lincoln University, Selected Recent Dissertations in the History of Higher Education, Contributors
- 巻冊次
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2006 ISBN 9781412806176
内容説明
Volume Twenty-Five of Perspectives on the History of Higher Education, the silver anniversary edition, offers three fresh contributions to the understanding of American higher education in the nineteenth century and three historical perspectives on topics of contemporary concern.
The divergent paths of antebellum colleges in the North and South have long been recognized. Stephen Tomlinson and Kevin Windham discuss Alva Woods, who moved from Calvinist New England to preside over the new University of Alabama. Woods personified the commitment to evangelical Protestantism and rigid student discipline that prevailed in northern colleges of that era, but in Tuscaloosa confronted the sons of planters, raised to respect mainly independence, power, and the Southern code of honor. Adam Nelson considers geology, a crucially important science in early America that existed on the periphery of higher education but eventually exerted pressure for intellectual modernization. He portrays the small community of scientific pioneers who sought the latest scientific knowledge from Europe, surveyed the mineral wealth of American states, and advocated for science in the college curriculum.
Beginning in the 1930s, the National Research Council waged an organized campaign to encourage academic patenting and centralize it within one organization. Jane Robbins explains the crosscurrents of interests that plagued and eventually scuttled that effort, but that set the stage for the contemporary practice of university patenting. Robert Hampel examines how, for more than four decades, students at Yale University took a major responsibility for learning into their own hands by publishing a Critique of courses. He analyzes these documents to determine if their aims were to identify easy or challenging offerings, and finds that this effort produced highly responsible articles. A review essay by Doris Malkmus sheds new light on the experience of co-eds in post-bellum universities and normal schools, while one by Nancy Diamond discusses the university presidency, and deftly shows that examining presidential lives can offer telling perspective on the evolution of the university.
Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the Perspectives on the History of Higher Education Annual since 1993.
目次
Northern Piety and Southern Honor: Alva Woods and the Problem of Discipline at the University of Alabama, 1831-1837, Nationalist Science and International Academic Travel in the Early Nineteenth Century: Geological Surveys and Global Economics, 1800-1840, Shaping Patent Policy: The National Research Council and the Universities from World War I to the 1960s, The Academic Work Ethic at Yale, 1939-1982, REVIEW ESSAYS, Nineteenth-Century Coeds and the Value of an "Identified" Life, "Time, Place, and Character": The American College and University Presidency in the Late Twentieth Century, Selected Recent Dissertations in the History of Higher Education, Contributors
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2007 ISBN 9781412807326
内容説明
This volume of Perspectives opens with two contrasting perspectives on the purpose of higher education at the dawning of the university age--perspectives that continue to define the debate today. First A. J. Angulo recreates the controversy surrounding the founding and early years of the Massachusetts Institute of Technology. Whether presented as an alternative to or a repudiation of the prevailing classical liberal education, MIT was rejected as inherently inferior by college defenders. Second is George Levesque's penetrating reappraisal of Yale president Noah Porter (1870-1886). Known almost solely for his role as a college defender, Porter is revealed as a vigorous scholar who became fixated with preserving the strengths of Yale College. As these matters were vigorously debated during these years, Porter's position was superseded by more powerful forces.Considering the cliches about liberal domination of higher education, it is seldom appreciated that the conservative movement has had a presence on campus throughout the postwar era. Jennifer de Forrest uses the reorganization of several conservative foundations to offer a critical appraisal of their impact. Known as the "four sisters," the Bradley Foundation, the Scaife Foundations, the Smith Richardson Foundation, and the Olin Foundation have been sharply focused on winning student support by funding conservative scholars and networking organizations, as well as student groups and newspapers.The tempestuous state of academic publishing is made more vivid by the clash of colorful characters. At the dawn of modern academic publishing, the Educational Review, published by Columbia's Nicholas Murray Butler, was the foremost journal in its field. Paul McInerny interweaves the history of this journal with the educational issues of the late nineteenth century and the remarkable career of Columbia's longtime president. An additional actor is James McKeen Cattell, a noted psychologist and prolific academic publisher. As a Columbia professor, Cattell was also a thorn in the side of President Butler. In 1917 Butler fired Cattell for criticizing the war effort, an egregious breach of academic freedom even for those early times. Events took an ironic turn, however, when Cattell later acquired Butler's former Review.
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