All the Essential Half-Truths about Higher Education by George Dennis O'Brien

By George Dennis O'Brien

During this fresh and unique exploration, George Dennis O'Brien seems at greater schooling in the USA. O'Brien argues that to discuss intelligently the way forward for schooling we needs to cease concentrating on its beliefs and glance as an alternative at its associations. He does this by way of addressing 9 half-truths, reminiscent of even if "low price public schooling advantages the least advantaged in society," and is going directly to learn how competently they replicate the genuine nation of upper schooling. the result's a thought-provoking dialogue of the current demanding situations and destiny customers of yank better schooling.

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The criterion was clearly Aristotelian competence. ) On the other hand, had the professor in question wanted to rent a hall at the university to profess his beliefs about creationism, we would certainly have permitted him to do so under the rubric of First Amendment rights of free speech and assembly. The ability to express opinions in the public marketplace of Tenure Is a Necessary Condition of Academic Freedom 39 ideas-Socrates’ turf, not the academy-is not at all based on prior demonstrated competence.

What is needed is clear-cut managerial decisiveness, as at General Motors or Trump Enterprises. ) Somebody should be right on the issue of university administration: do we need more or less of it? But, then, just who or what constitutes the administration; that is, who is running the show? In a classic study of college management, Professors Michael Cohen and James March Anyone for Higher Education? ” To add legal conviction to confusion, the United States Supreme Court decided (in NLRB v. Yeshiva University, discussed later in the text) that faculty “substantially and pervasively manage” the university-a splendid, judicially affirmed half-truth.

A blacksmith seems plausible. The Aristotelian admonition about “efficient cause” is particularly relevant to discussions of higher education. To discuss the “aims of education,” the idea of the university, and not indicate who shouldkould craft the object aimed at seems a peculiarly fruitless-and boring-enterprise. Failure to identify the efficient cause is, however, endemic to the literature of the field. Another title that I contemplated for this presentation under- 8 CHAPTERONE lined the issue of “efficientcause”: Who Will Decide the Future ofHigher Education?

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