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Higher Education >> Student and Community Life

by Judith McLaughlin & David Riesman - 1986
The recent selection of a new president of the University of Florida, which, because of Florida's Sunshine Laws, was the most public search process ever conducted by a major university is described. The negative effects of public openness on the selection process and the candidates are explored.

by Donald Arnstine - 1983
This paper argues that the alleged deterioration in U.S. high schools is largely a fabrication of the mass media.

by Mervyn Cadwallader - 1983
The modern research university has wiped out general and liberal learning in American colleges and universities. The need to restore a sense of purpose to colleges which offer general education is discussed, along with the importance of placing a proper value on teaching.

by H. Waldman - 1983
Requirements for admission to dental schools are discussed, along with the characteristics of students who seek admission. Colleges should stop serving as prep schools for professional education and, instead, ensure that professional students have a well-rounded education.

by Thomas Berry - 1981
The American college is viewed as a continuation of the self-education processes of the universe. A core curriculum is described which includes courses that would present the four evolutionary phases of the functional cosmology, the four phases of human cultural development, and classical cultures that have dominated human development.

by Philip Altbach - 1981
The center-periphery concept, when applied to education, implies that the "central" institutions are research-oriented and part of an international knowledge system, while the "peripheral" institutions are not creative, but simply copy developments from abroad.

by Lawrence Cremin - 1974
As fresh studies of familial education are undertaken in their own right—studies in which explicitly educational questions are addressed to appropriate primary sources—a criticized body of generalizations will begin to emerge, and we shall come to see the family anew as the crucially important educator it has always been.

by David Abramson - 1972
Study compared subject requirements for college admission with those for ongoing study in the corresponding subjects reflected in the college liberal arts program''; author concludes that colleges have arbitrarily determined high school curriculum, and urges reform.

by Kaoru Yamamoto - 1972
This article discusses the importance of the development and change in philosophy of teacher preparation programs.

by Richard Olmsted - 1971
The proper goal of a university education is the subject of serious discussion in many circles today.

by Patty Wirth - 1970
The author's ambivalence toward the school and "the system" is not uncharacteristic of the conflict experienced by so many of today's students; and our purpose in presenting her piece here is to underscore the warnings that the teaching process must be changed.

by Richard Brandt - 1970
The more we know about diverse children, the more complex becomes the problem of readiness. The author reviews relevant research and proposes a number of suggestive new guidelines.

by Willard Beatty - 1959
More distressing than these discrepancies is the fact that all the evidence indicates that the wealthy are becoming wealthier while the poorer areas are becoming relatively poorer. In the richer countries there has been an increasing trend toward equality of opportunity; on the other hand, most of the poorer countries have preserved as great internal inequalities among individuals, classes, and regions as there have ever been. In many, the inequalities are still growing.

by David Scanlon - 1959
Historically, community education has been primarily concerned with rural areas. It has been the means by which the advances of technologically superior societies are introduced to less-developed societies.

by Margaret Mead - 1959
Up to World War 11, community education, whether it was imposed by military force, transplantation of populations, monastic orders, or gentle doctrines of local participation, was primarily something that was done to or for some people by some other more advanced people desirous of raising the cultural level of the less advanced. Implicit in these various endeavors was the idea of raising the cultural level of a local population within limitations but not raising it as high as that of their mentors.

by Leonard Doob - 1959
The psychological factors in community education and the principles in which they conceivably can be embodied are too numerous even to be catalogued here. Two forms of limitation, therefore, have been deliberately adopted.

by William Gray - 1959
In the discussion that follows, we shall first view recent progress in extending literacy and the size of the task still faced. The remainder of the chapter will consider selected problems involved in promoting literacy within the framework of community education.

by Pedro Orata - 1959
The fact is that the gap between educational and economic progress is very wide. Where the school is modem, many of the homes are backward. The schools teach scientific methods to children, but many of the parents remain superstitious in the extreme. There is gardening in every elementary and high school, and there are agricultural schools and colleges in every province where modem methods of cultivation are taught; but over the fence next to the school and on the two million farms all over the country, primitive methods of agriculture are employed.

by Willard Beatty - 1959
Technical and scientific developments since 1940 have made possible a dramatic new attack on social and economic handicaps from which more than half the world's people have been suffering. The efforts of socially and economically more advanced communities to transmit their culture to dependent or conquered areas is nothing new. But the modern approach to such acculturation appears to differ for several significant reasons: first, the dramatic effectiveness of new drugs, antibiotics, and pesticides in arresting or controlling disease or the agencies of disease transmission; second, the phenomenal increase in productivity of new hybrid seeds, new chemical fertilizers, and new techniques of planting or cultivation available and adaptable to various areas of the world; third, the new speed of intercommunication and transport introduced by radio, television, and air travel; fourth, the new techniques of international and bilateral co-operation which enlist the participation of governments and the people of their local communities in seeking community improvement through guided self-help.

by Robert Gibson - 1959
Under the terms of the Trusteeship Agreement, the United States has accepted responsibility for furthering the economic, social, educational, and political development of Micronesia. Having assumed such obligations, community education, as defined in the first chapter of this yearbook, becomes a necessity. The need for· Micronesians to be .literate in order to achieve a fuller and more creative life is obvious if the United States is to live up to the responsibilities imposed upon it in the Trusteeship Agreement.

by Terrance Green - 1959
Technical Assistance in south and southeast Asia began in colonial days, even though its intentions were not those accepted today. In its modern form it is an aftermath of World War II. To trace its growth, even in broad outline, is too considerable a task to be attempted here, where only a few points can be mentioned.

by Richard Poston - 1959
In about 1830, all of southern Illinois fell victim to a changing technology and the opening of new lands elsewhere. The completion of the Erie Canal directed pioneer traffic to the Chicago area and to northern Illinois, where land was richer and more plentiful. The important Cumberland Trail from the East to the vicinity of St. Louis skirted the northern perimeter of southern Illinois. From that time until coal-mining began in earnest, the patterns of migration bypassed the region.

by Edgar Dale - 1959
The term materials of instruction is broadly conceived to include all the planned experiences necessary to reach a stated educational goal. It includes the overt experiences, the demonstrations, field trips, the books, pamphlets, films, filmstrips, exhibits, tests, and evaluation devices. The materials used in instruction are influenced by three major factors: the local, regional, or international setting or situation of the learner; the ends or goals sought; and the stated or assumed conceptions of learning and teaching.

by Willard Beatty - 1959
Concern for the educational and cultural development of the underdeveloped areas was expressed at the organizing sessions of UNESCO and has continued as a vital interest of the agency. Many of the men whose names have become synonymous with "mass education," "community education," "cultural missions," "mass literacy," or "each-one-teach-one" were present in person.

by T. Batten - 1959
Community education involves reorienting the work of the many existing extension agencies and training their field workers to use new approaches and new methods.

by Harlan Cleveland - 1959
For overseas service, the interviewer is looking for adaptability that ill-defined and undefinable something that enables a man to cross the culture line with no sensation more harmful than the exhilaration of discovery. Such an attribute as this can be further developed by training, but it cannot be instilled if the spark of curiosity is not there in the first place.

by Chandos Reid & Theodore Rice - 1959
In this chapter the authors will explore the workshop approach which has been used in the retraining of educational leaders in India and Pakistan and will identify features of this approach which may have value generally in the retraining of leaders in underdeveloped countries.

by Glen Leet - 1959
Seeking for the origins of United Nations community development, one finds that the trail leads to that first-organized intergovernmental welfare agency, the United Nations Relief and Rehabilitation Administration. UNRRA was set up, with voluntarily contributed funds from many nations, to provide relief for and to stimulate reconstruction in the devastated regions of Europe and Asia after the close of World War II.

by The Yearbook Committee - 1959
Granted the importance in the world scene of community education, let us now concentrate on some basic principles, either explicit or implicit in the chapters of this volume.

by Edgar Dale - 1956
Why discuss audio-visual materials in a yearbook on adult reading? The answer is simple. The teacher of adults is interested in all the ways by which people get a rich experiential background for knowledge. He is especially interested in discovering how reading and other experiences can be most effectively interrelated and made mutually re-enforcing. Since reading is one of the most effective tools of the adult learner, it is pertinent to inquire whether the introduction of audio-visual materials might discourage the use of reading as a tool of learning and perhaps even lower the learner's esteem of reading. Are reading and audio-visual materials in com- petition? If not, how can one most effectively integrate the processes of varied media for use in communicating ideas?

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