Higher Education Curriculum in the United States

Author(s):  
John Rury ◽  
Susan Twombly

The American collegiate curriculum has undergone significant change in the past two centuries. From its beginning through much of the 19th century a classical curricular approach prevailed, focusing on ancient languages and the liberal arts, while favoring recitation and debate as instructional modalities. The rise of “land-grant” institutions with a focus on practical instruction in agriculture, engineering, and military sciences in the later 19th century was a harbinger of change. It was followed by the rise of research institutions and comprehensive universities that further emphasized the importance of practical and professional education. The adoption of an elective approach to course-taking and the development of college majors led to debates about core curricula and the need for general education. Following publication of the famous Harvard Red Book in 1948, a broad consensus regarding the need for a liberal arts core emerged in the postwar era and has broadly persisted. Since the 1980s, new debates have emerged about the content of the core and curricular innovations intended to augment student learning. Older content representing a “canon” of received knowledge or wisdom has been challenged by proponents of non-Western, feminist, or oppressed minority perspectives, not always successfully. New instructional modalities, including online and “flipped” courses, have also impacted longstanding curricular practices. New models for assessing and planning collegiate curricula also have emerged. But if a particular theme has predominated in such changes, it is that student and societal demands for more practical and marketable learning outcomes have continued to exert an outsized influence on the ever evolving American collegiate curriculum.

Author(s):  
Amin Tarzi

Since its inception as a separate political entity in 1747, Afghanistan has been embroiled in almost perpetual warfare, but it has never been ruled directly by the military. From initial expansionist military campaigns to involvement in defensive, civil, and internal consolidation campaigns, the Afghan military until the mid-19th century remained mainly a combination of tribal forces and smaller organized units. The central government, however, could only gain tenuous monopoly over the use of violence throughout the country by the end of the 19th century. The military as well as Afghan society remained largely illiterate and generally isolated from the prevailing global political and ideological trends until the middle of the 20th century. Politicization of Afghanistan’s military began in very small numbers after World War II with Soviet-inspired communism gaining the largest foothold. Officers associated with the People’s Democratic Party of Afghanistan were instrumental in two successful coup d’états in the country. In 1979, the Soviet Union invaded Afghanistan, ending the country’s sovereignty and ushering a period of conflict that continues to the second decade of the 21st century in varying degrees. In 2001, the United States led an international invasion of the country, catalyzing efforts at reorganization of the smaller professional Afghan national defense forces that have remained largely apolitical and also the country’s most effective and trusted governmental institution.


1996 ◽  
Vol 39 (3) ◽  
pp. 417-434 ◽  
Author(s):  
Jorge Arditi

This paper explores the opening of a discursive space within the etiquette literature in the United States during the 19th century and how women used this space as a vehicle of empowerment. It identifies two major strategies of empowerment. First, the use or appropriation of existing discourses that can help redefine the “other” within an hegemonic space. Second, and more importantly, the transformation of that space in shifting the lines by which differentiation is produced to begin with. Admittedly, these strategies are neither unique nor the most important in the history of women's empowerment. But this paper argues that the new discourses formulated by women helped forge a new space within which women ceased being the “other,” and helped give body to a concept of womanhood as defined by a group of women, regardless of how idiosyncratic that group might have been.


Author(s):  
Brandi L Holley ◽  
Dale L. Flesher

ABSTRACT: The 19th century brought on much economic growth and advancement in accounting in the United States. The teaching of accounting began to veer away from rules and instead sought the logical underpinnings of the system. It was a time when accounting evolved into accountancy through the development of theory, such as the proprietary theory and the theory of two-account series. The Townsend Journal (1840-1841), which chronicles the joint venture between two young men in the Boston maritime trade, is a case study of this progression in commerce and accounting during this pivotal time. B. F. Foster's contemporaneous Boston publications on bookkeeping provide the framework to understand this evolution in accountancy, as well as the recordings in the Townsend Journal. Through the examination of the Townsend Journal alongside B. F. Foster's texts, this paper preserves and illustrates a historical link in the evolution of the field.


Abolitionism ◽  
2018 ◽  
pp. 29-46
Author(s):  
Richard S. Newman

As a new century loomed, black activists pushed abolition forward across the Atlantic world. The greatest example came in Saint-Domingue, where a slave rebellion in the 1790s compelled the French government to issue a broad emancipation decree. “The rise of black abolitionism and global antislavery struggles” explains how a more assertive brand of abolitionism also developed in the United States, as free black communities rebuked American statesmen for allowing racial oppression to prosper, arguing that slavery and segregation violated the American creed of liberty and justice for all. Several European and American nations banned the slave trade in the early 1800s, but slavery proved to be a resilient institution in the 19th century.


Author(s):  
Larry Abbott Golemon

The first century of educating clergy in the United States is rightly understood as classical professional education—that is, as formation into an identity and calling to serve the wider public through specialized knowledge and skills. This book argues that pastors, priests, and rabbis were best formed into capacities of culture building through the construction of narratives, symbols, and practices that served their religious communities and the wider public. This kind of education was closely aligned with liberal arts pedagogies of studying classical texts, languages, and rhetoric in order to form habits of inquiry, interpretation, and oratory in students. The theory of culture here is indebted to Clifford Geertz and Jerome Bruner’s social-semiotic view, which identifies culture as the social construction of narrative, symbols, and practices that shape the identity and meaning-making of certain communities. The theological framework of analysis is indebted to George Lindbeck’s cultural-linguistic view, which emphasizes the role of doctrine as grammatical rules that govern narratives, doctrinal grammars, and social practices for distinct religious communities. This framework is pushed toward the renewal and reconstruction of religious frameworks by the postmodern work of Sheila Devaney and Kathryn Tanner. The book also employs several other concepts from social theory, borrowed from Jurgen Habermas, Max Weber, Pierre Bourdieu, Michael Young, and Bernard Anderson.


Classics ◽  
2018 ◽  
Author(s):  
Elizabeth Macaulay-Lewis

Since the Western Roman Empire collapsed, classical, or Greco-Roman, architecture has served as a model to articulate the cultural, artistic, political, and ideological goals of later civilizations, empires, nations, and individuals. The Renaissance marked the first major, widespread re-engagement with classical antiquity in art, literature, and architecture. Debates over classical antiquity and its relation to the modern world continued ever since. One such important debate was that of the quarrel between the Ancients and Moderns, which resulted when Charles Perrault published his Parallèles des anciens et des modernes in 1688. This dispute focused on whether the modern age could surpass antiquity, especially in literature. The Greco-Roman controversy (1750s and 1760s) was another example of Europeans engaging with the classical past; this debate focused on whether Greek or Roman art was of greater historical value; an argument has continued unabated to this day. Figures like Johann Joachim Winckelmann argued (in publications such as Winckelmann 1764, cited under Early Archaeological Publications on Greece and Classical Ruins in the Roman East, on Greek art) for the supremacy of Greek forms, while others like Giovanni Battista Piranesi (whose 1748–1778 views of Rome are reproduced in Ficacci 2011, cited under Early Archaeological Publications on Italy) advocated for Rome’s preeminence. Such debates demonstrate how classical antiquity was an essential part of the intellectual and artistic milieu of 18th-century Europe. This bibliography focuses on the appropriation of classical architecture in the creation of built forms from 1700 to the present in Europe and North America, which is typically called neoclassical or neo-classical, both of which are acceptable. Scholars often define the neoclassical period as lasting from c. 1750 to 1830, when European art and architecture predominantly appropriated classical forms and ideas. The influence of classical architecture continued in popularity throughout the 19th century and early 20th century in the United States. The early 19th century saw the flourishing of the Greek Revival, where Greek forms dominated artistic and architectural production, both in Europe and the United States. The ascendance of Queen Victoria in 1837 marked a shift toward a preference for the Gothic and Medieval forms. Neoclassical forms saw a resurgence in the second half of the 19th century, as Roman architectural forms became increasingly popular as an expression of empire. The term “Neo-classical” was coined as early as January 1872 by Robert Kerr, who used the term positively. It later took on certain negative overtones, when it was used as a derogatory epithet by an unknown writer in the Times of London in 1892. Neoclassical architecture has fared no better with the rise of modernism in the early 20th century onward and since then it has been seen as old-fashioned and derivative. Neoclassical architecture was not a mindless imitation of classical architectural forms and interiors. The interest in classical architecture and the creation of neoclassical architecture was spurred on by important archaeological discoveries in the mid-18th century, which widened the perception of Greek and Roman buildings. The remarkable flexibility of ancient architecture to embody the grandeur of an empire, as well as the principles of a nascent democracy, meant that it had great potential to be interpreted and reinterpreted by countless architects, patrons, empires, and nation states—in different ways and at different times from the 18th to the 20th century. This bibliography is organized thematically (e.g., General Overviews; Companions, Handbooks, and Theoretical Works; Reference Works; Early General Archaeological Publications; The Reception of Pompeii, Herculaneum, and the Bay of Naples; and World’s Fairs and Expositions) and then geographically, creating country- or region-specific bibliographies. While this model of organization has some flaws, it aims to avoid repetition and highlights the interconnected nature and process of the reception of classical architecture in later periods.


Author(s):  
Christa Dierksheide

During the course of the 19th century, the United States forged an empire on a continental scale and also made significant territorial gains overseas. While it had taken the British Empire a little over two centuries to settle the swath of land stretching between the Appalachian Mountains and the Atlantic Ocean, the fledgling postcolonial American nation managed to colonize a land mass several times larger in a fraction of the time. But all this expansion came at an enormous human cost, resulting in the death or removal of countless native peoples, the enslavement of millions of African Americans, and sectional tensions that led to the American Civil War. During the latter part of the century, Americans began pursuing an imperial project beyond the continent, waging war or initiating annexation projects in Santo Domingo, Cuba, Hawaii, Puerto Rico, and the Philippines. The sources collected here reflect the dynamism, contingency, and tragedy of American colonization efforts between 1776 and 1900.


Author(s):  
Floyd M. Hammack

The rise of schooling, from a peripheral activity of religious groups and some elites to a virtually universal and global experience of nearly all children, has been the object of study for over a century. Socialization, usually accomplished within the family, is how young people were traditionally brought into the skills and knowledge required by adult status. A few were chosen for more specialized and formalized education, among them priests, but “going to school” was a very uncommon human experience until the 19th century in the United States, when the “common school movement” established schools in rural areas and cities. By the second half of the 19th century, mass elementary schooling was in place and the expansion of “comprehensive” secondary education had begun. After World War II, a similar pattern of growth in higher education began to take shape. Increasingly called “postsecondary schooling,” the kinds of organizations offering this level of education were diverse, with a large expansion of public institutions, two- and four-year degree programs, and a robust private sector. As this expansion has taken place, the content of schooling, as well as the forms it has assumed, has grown. The questions scholars have asked about this phenomenon include “why has it taken place?” and “what are its consequences?” This article will focus on the literature documenting the expansion of schooling in the United States, the explanations that have been developed for this expansion, and assessments of its consequences. “Functional” (including human capital) explanations have stressed the technical demands of the labor market as the economy has moved from one based on extraction of resources (like farming) to manufacturing, and on to service activities. This view asserts that formal schooling needed to be expanded to transfer the cognitive skills required to attain independent adult status in the new economy. Alternatively, “conflict” theories see education as a tool used by competing groups to exclude nonmembers from eligibility for positions that provide high rewards. Dominant groups shape educational expectations and content in ways that privilege their own members, thus sustaining their dominance. Finally, “neo-institutional” explanations emphasize how education has become the chief legitimate mechanism for selection of people to adult statuses in society. These perspectives include a vast literature into which this essay will provide entrée. After assaying the theoretical literature, this report will examine the consequences of educational expansion for some specific educational topics, including early childhood education, the “college for all” movement, women in higher education, and the rise of community colleges and for-profit colleges.


Author(s):  
Anne Humpherys

From ancient Greece on, fictional narratives have entailed deciphering mystery. Sophocles’ Oedipus must solve the mystery of the plague decimating Thebes; the play is a dramatization of how he ultimately “detects” the culprit responsible for the plague, who turns out to be Oedipus himself. In the Poetics, Aristotle defines a successful plot as one that has a conflict (which can include, and often does include, a “mystery”) that rises to a climax, followed by a resolution of the conflict, a plot line that describes not only Oedipus Rex but also every Sherlock Holmes story. A particular genre of mystery writing is defined by the mystery at the center of the story that is crucially, definitively solved by a particular person known as a detective, either private or police, who by ratiocination (close observation coupled with logical patterns of thought based on material evidence) uncovers and sorts out the relevant facts essential to a determination of who did the crime and how and why. The form of detective fiction throughout most of the 19th century was the short story published in various periodicals of the period. A few longer detective fictions were published as separate books in the 19th century, but book-length detective fiction, such as that by Agatha Christie, was really a product of the 20th century. Most critics of detective fiction see the beginning of the genre in the three stories of Edgar Allan Poe which feature his amateur detective, Auguste Dupin, and were published in the 1840s. Although Poe’s 1840s stories as well as Arthur Conan Doyle’s Sherlock Holmes stories, which first appeared in the 1880s, are probably the most well known of 19th-century detective fictions, a number of other writers of generically recognizable detective fiction published stories in the almost fifty years between Poe and Conan Doyle, including a number that featured female detectives. Finally, from the 1890s into the early 20th century, a plethora of new detective fictions, still in short-story form for the most part, appeared not only in Britain but also in France and the United States. Detective fiction has always been popular, but serious critical interest in the genre only developed in the 20th century. In the second half of that century, this critical interest expanded into the academic world. The popularity of the genre has only continued to grow. Both detective fictions (now nearly all novel length) and critical interest in the genre from a variety of perspectives are now an international phenomenon, and detective novels dominate many best-seller lists.


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