The Higher Learning In America The Annotated Edition
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| Author | : Thorstein Veblen |
| Publisher | : Johns Hopkins University Press |
| Total Pages | : 264 |
| Release | : 2015-06-01 |
| Genre | : Education |
| ISBN | : 9781421416779 |
With a detailed chronology, suggested readings, and comprehensive notes identifying events, individuals, and institutions to which Veblen alludes, this volume is sure to become the standard teaching text for Veblen’s classic work and an invaluable resource for students of both the history and the current workings of the American university.
| Author | : Thorstein Veblen |
| Publisher | : JHU Press |
| Total Pages | : 261 |
| Release | : 2015-06 |
| Genre | : Education |
| ISBN | : 1421416786 |
"Veblen's insights into the American university system at the outset of the twentieth century are as provocative today as they were when first published. Insisting that institutions of higher learning should be dedicated solely to the disinterested pursuit of knowledge, he urged American universities to abandon commitments to extraneous pursuits such as athletics, community service, and vocational education. He also believed that the corporate model of governance--with university boards of trustees dominated by well-to-do businessmen and university presidents who functioned essentially as businessmen in academic dress--mandated unsavory techniques of salesmanship and self-promotion that threatened to reduce institutions of higher learning to the status of competitive business enterprises."--Publisher's Web site.
| Author | : Thorstein Veblen |
| Publisher | : e-artnow |
| Total Pages | : 222 |
| Release | : 2016-01-30 |
| Genre | : Education |
| ISBN | : 8026850122 |
This carefully crafted ebook: "THE HIGHER LEARNING IN AMERICA: A Memorandum on the Conduct of Universities by Business Men” is formatted for your eReader with a functional and detailed table of contents. Thorstein Veblen (1857-1929) was an American economist and sociologist. He is well known as a witty critic of capitalism. Veblen is famous for the idea of "conspicuous consumption." Conspicuous consumption, along with "conspicuous leisure," is performed to demonstrate wealth or mark social status. Veblen explains the concept in his best-known book, The Theory of the Leisure Class. Within the history of economic thought, Veblen is considered the leader of the institutional economics movement. Veblen's distinction between "institutions" and "technology" is still called the Veblenian dichotomy by contemporary economists. In the beginning of his academic career Veblen had difficulties obtaining a university position, whether because he was discriminated for being Norwegian, or openly identified as an agnostic. These difficulties later inspired him to write The Higher Learning in America. In this book he claimed that true academic values were sacrificed by universities in favor of their own self-interest and profitability.
| Author | : John E. Kramer |
| Publisher | : |
| Total Pages | : 432 |
| Release | : 2004 |
| Genre | : History |
| ISBN | : |
This second edition of The American College Novel cites and describes 648 novels that are set at American colleges and universities, from Nathaniel Hawthorne's Fanshawe (Bowdoin College, 1828) to William Hart's Never Fade Away (University of California, 2002). This revised and updated edition contains 225 new entries, most new novels published since 1981. The annotations provide information about the novels' plots, settings, and central characters, as well as brief biographies of the authors. The bibliography is divided into two sections: student-centered and staff-centered novels, both cited in chronological order by publication year. A "starter list" of 50 American college novels is included, to help the novice reader distinguish classics within the genre, as well as indexes by author, title, college and university, and academic discipline. Intended for scholars as well as the layperson, this is a useful reference work for studying the portrayal of American higher education over time in popular fiction, as well as helping a casual reader locate a pleasurable read.
| Author | : Charles Dorn |
| Publisher | : Cornell University Press |
| Total Pages | : 440 |
| Release | : 2017-06-06 |
| Genre | : Education |
| ISBN | : 1501712608 |
Are colleges and universities in a period of unprecedented disruption? Is a bachelor's degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for? In For the Common Good, Charles Dorn challenges the rhetoric of America's so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research university—in states from California to Maine—Dorn engages a fundamental question confronted by higher education institutions ever since the nation's founding: Do colleges and universities contribute to the common good? Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, Dorn illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education's dedication to the public good. Each ethos, long a part of American history and tradition, came to predominate over the others during one of the four chronological periods examined in the book, informing the character of institutional debates and telling the definitive story of its time. For the Common Good demonstrates how two hundred years of political, economic, and social change prompted transformation among colleges and universities—including the establishment of entirely new kinds of institutions—and refashioned higher education in the United States over time in essential and often vibrant ways.
| Author | : John R. Thelin |
| Publisher | : Johns Hopkins University Press |
| Total Pages | : 555 |
| Release | : 2019-04-02 |
| Genre | : Education |
| ISBN | : 1421428830 |
Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning.
| Author | : Christopher Newfield |
| Publisher | : Harvard University Press |
| Total Pages | : 406 |
| Release | : 2011-04-30 |
| Genre | : Education |
| ISBN | : 0674060369 |
An essential American dream—equal access to higher education—was becoming a reality with the GI Bill and civil rights movements after World War II. But this vital American promise has been broken. Christopher Newfield argues that the financial and political crises of public universities are not the result of economic downturns or of ultimately valuable restructuring, but of a conservative campaign to end public education’s democratizing influence on American society. Unmaking the Public University is the story of how conservatives have maligned and restructured public universities, deceiving the public to serve their own ends. It is a deep and revealing analysis that is long overdue. Newfield carefully describes how this campaign operated, using extensive research into public university archives. He launches the story with the expansive vision of an equitable and creative America that emerged from the post-war boom in college access, and traces the gradual emergence of the anti-egalitarian “corporate university,” practices that ranged from racial policies to research budgeting. Newfield shows that the culture wars have actually been an economic war that a conservative coalition in business, government, and academia have waged on that economically necessary but often independent group, the college-educated middle class. Newfield’s research exposes the crucial fact that the culture wars have functioned as a kind of neutron bomb, one that pulverizes the social and culture claims of college grads while leaving their technical expertise untouched. Unmaking the Public University incisively sets the record straight, describing a forty-year economic war waged on the college-educated public, and awakening us to a vision of social development shared by scientists and humanists alike.
| Author | : Laura W. Perna |
| Publisher | : Springer Nature |
| Total Pages | : 695 |
| Release | : 2023-02-24 |
| Genre | : Education |
| ISBN | : 3031066960 |
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
| Author | : Michael B. Paulsen |
| Publisher | : Springer |
| Total Pages | : 602 |
| Release | : 2018-04-06 |
| Genre | : Education |
| ISBN | : 3319724908 |
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
| Author | : Scott Philip Segrest |
| Publisher | : University of Missouri Press |
| Total Pages | : 301 |
| Release | : 2009-12-01 |
| Genre | : Political Science |
| ISBN | : 082627207X |
From Aristotle to Thomas Jefferson, seminal thinkers have declared “common sense” essential for moral discernment and civilized living. Yet the story of commonsense philosophy is not well known today. In America and the Political Philosophy of Common Sense, Scott Segrest traces the history and explores the personal and social meaning of common sense as understood especially in American thought and as reflected specifically in the writings of three paradigmatic thinkers: John Witherspoon, James McCosh, and William James. The first two represent Scottish Common Sense and the third, Pragmatism, the schools that together dominated American higher thought for nearly two centuries. Educated Americans of the founding period warmly received Scottish Common Sense, Segrest writes, because it reflected so well what they already thought, and he uncovers the basic elements of American common sense in examining the thought of Witherspoon, who introduced that philosophy to them. With McCosh, he shows the furthest development and limits of the philosophy, and with it of American common sense in its Scottish realist phase. With James, he shows other dimensions of common sense that Americans had long embraced but that had never been examined philosophically. Clearly, Segrest’s work is much more than an intellectual history. It is a study of the American mind and of common sense itself—its essential character and its human significance, both moral and political. It was common sense, he affirms, that underlay the Declaration of Independence and the founders’ ideas of right and obligation that are still with us today. Segrest suggests that understanding this foundation and James’s refreshing of it could be the key to maintaining America’s vital moral core against a growing alienation from common sense across the Western world. Stressing the urgency of understanding and preserving common sense, Segrest’s work sheds new light on an undervalued aspect of American thought and experience, helping us to perceive the ramifications of commonsense philosophy for dignified living.
