The New Queen of the Sciences and the New Republic

2021 ◽  
pp. 43-62
Author(s):  
George M. Marsden
Keyword(s):  
Higher Education ◽  
John Locke ◽  
Christian Higher Education ◽  
New Thought ◽  
The Enlightenment ◽  
Yale College ◽  
New Synthesis ◽  
Religious Dimensions ◽  
American Schools ◽  
The Right

In the eighteenth century Christian higher education faced several new challenges. Most notable is the Enlightenment. American schools generally incorporated moderate Enlightenment ideas into their teaching, especially the new moral philosophy growing out of the tradition of John Locke and Scottish Common Sense Philosophy. The religious dimensions of higher education were intensified by the Great Awakening and the associated New Light Movement. Yale College, founded in 1701, became by mid-century a leading New Light school. So was the College of New Jersey (Princeton), founded in 1746. A number of other new colleges had New Light connections. Thomas Clap at Yale, Jonathan Edwards, and Ezra Stiles each illustrate efforts to relate the new thought of the era to Christian teachings. The era of the American Revolution brought a new synthesis of Christian concerns and concerns for the right ordering of society, as best illustrated by the work of President John Witherspoon at Princeton.

Nationalism and Freedom

Worldview ◽  
1964 ◽  
Vol 7 (7-8) ◽  
pp. 7-12
Author(s):  
George Shepherd
Keyword(s):  
Nineteenth Century ◽  
John Locke ◽  
World History ◽  
Natural Rights ◽  
Human Freedom ◽  
Self Determination ◽  
The Enlightenment ◽  
New Ideas ◽  
The Right

The flower of human freedom blooms seldom and precariously in world history. One such occasion was the period of the Enlightenment when philosophers from Rousseau to John Locke and Jefferson proclaimed new conceptions of natural rights. Inspired by these new ideas of freedom, revolutions spread from America, France and England through Europe. New nations arose throughout Europe of the nineteenth century as a wave of new nationalism spilled across the Continent. The right of nationhood and self-determination was one of the new doctrines of freedom.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

La juventud rural en Colombia: estudio crítico sobre el acceso a la formación académica superior

2016 ◽  
Vol 9 (14) ◽  
pp. 166-181
Author(s):  
Elvis Pinzón Laitón
Keyword(s):  
Higher Education ◽  
Time Lapse ◽  
The State ◽  
Media Education ◽  
Rural Sector ◽  
Life Project ◽  
Life Styles ◽  
The Right ◽  
Public Politics

El escrito demuestra que los(as) jóvenes del sector ru- ral, con relación a la educación superior, requieren de una pronta y justa atención por parte del Estado para ayudarlos(as) a superar las dificultades que afrontan una vez terminan la educación media, de modo que no vean frustrado el desarrollo de su proyecto de vida. Enfatiza en la importancia de la formulación y ejecución de polí- ticas públicas claras y adecuadas a las necesidades de los egresados de aquellos municipios distantes a las universi- dades, caso específico los de Tununguá, Boyacá, Colom- bia. Defiende la educación como el medio más importante para el desarrollo del sector rural en el país; esto implica cobertura, ayuda económica, orientación a las familias y compromiso del (la) joven para hacer parte de procesos formativos a nivel profesional en el campo de conocimien- to de su preferencia, y de esta forma acceder a otros estilos de vida para su familia, en el marco de un país que recono- ce el derecho a la igualdad.The writing shows that the young’s of the rural sector in relation to higher education, require a prompt and fair attention of the state to help to overcome the difficulties they face once, they finish their media education studies, frustrating the development of the life project, of each teenage, which is built in this time lapse. It focuses on the importance of the formulation and execution of clear public politics suitable to the necessity of the graduates of those towns distant of the universities as is the specific case of Tununguá (Boyacá, Colombia). It defends the ed- ucation line the most suitable media for the development of the rural sector in our country. It implies coverage, economic help, orientation to the families and commit- ment of the young to make part of formative processes at professional level in the knowledge field the student selects and on this way to get other life styles for their families inside the framework of a country that promul- gates the right to equality. 

1. Controversial Speakers, Moral Disagreements, and the Middlebury Moment

2019 ◽  
Vol 1 (2) ◽  
pp. 1-27
Author(s):  
Ashley Floyd Kuntz
Keyword(s):  
Higher Education ◽  
Free Speech ◽  
Moral Epistemology ◽  
Democratic Society ◽  
College Campuses ◽  
Institutions Of Higher Education ◽  
Student Protests ◽  
Free Inquiry ◽  
The Right

Abstract Student protests have developed on campuses throughout the country in response to controversial speakers. Overwhelmingly, these protests have been framed as conflicts over the right to free speech and the importance of free inquiry on college campuses. This essay reframes conflicts like these as moral disagreements over the role of individuals and institutions in producing and disseminating knowledge that supports or undermines justice within a pluralistic, democratic society. Using the specific case of Charles Murray’s visit to Middlebury College in spring 2017 and drawing insight from social moral epistemology, the essay aims to clarify the moral concerns at stake in clashes over controversial speakers and to identify possibilities to advance the moral aims of institutions of higher education in response to such events.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

Textbook Popery

2018 ◽  
Author(s):  
Cassandra L. Yacovazzi
Keyword(s):  
Higher Education ◽  
Public School ◽  
Middle Class ◽  
Print Culture ◽  
Young Women ◽  
Female Teachers ◽  
The Common ◽  
The Right ◽  
School Movement

By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.

Exiles from Eden

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Higher Education ◽  
Max Weber ◽  
Moral Character ◽  
Richard Rorty ◽  
Christian Spirituality ◽  
Henry Adams ◽  
Spiritual Community ◽  
The Enlightenment ◽  
Parker Palmer ◽  
Allan Bloom

In this thoughtful and literate study, Schwehn argues that Max Weber and several of his contemporaries led higher education astray by stressing research--the making and transmitting of knowledge--at the expense of shaping moral character. Schwehn sees an urgent need for a change in orientation and calls for a "spiritually grounded education in and for thoughtfulness." The reforms he endorses would replace individualistic behavior, the "doing my own work" syndrome derived from the Enlightenment, with a communitarian ethic grounded in Judeo-Christian spirituality. Schwehn critiques philosophies of higher education he considers misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry Jr. He draws out valid insights, always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing on both the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. Schwehn's study will interest all those concerned with higher education in America today: faculty, students, parents, alumni, administrators, trustees, and foundation officers.

scholarly journals After Hajj: Muslim Pilgrims Refashioning Themselves

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 36
Author(s):  
Kholoud Al-Ajarma
Keyword(s):  
Social Contexts ◽  
Religious Behavior ◽  
Transformative Experience ◽  
The Everyday ◽  
Community Expectations ◽  
Religious Dimensions ◽  
Personal Level ◽  
The Right ◽  
Self Formation ◽  
Do So

The Muslim pilgrimage to Mecca (Hajj) is one of the five pillars of Islam and a duty which Muslims must perform—once in a lifetime—if they are physically and financially able to do so. In Morocco, from where thousands of pilgrims travel to Mecca every year, the Hajj often represents the culmination of years of preparation and planning, both spiritual and logistical. Pilgrims often describe their journey to Mecca as a transformative experience. Upon successfully completing the pilgrimage and returning home, pilgrims must negotiate their new status—and the expectations that come with it—within the mundane and complex reality of everyday life. There are many ambivalences and tensions to be dealt with, including managing the community expectations of piety and moral behavior. On a personal level, pilgrims struggle between staying on the right path, faithful to their pilgrimage experience, and straying from that path as a result of human imperfection and the inability to sustain the ideals inspired by pilgrimage. By ethnographically studying the everyday lives of Moroccans after their return from Mecca, this article seeks to answer the questions: how do pilgrims encounter a variety of competing expectations and demands following their pilgrimage and how are their efforts received by members of their community? How do they shape their social and religious behavior as returned pilgrims? How do they deal with the tensions between the ideals of Hajj and the realities of daily life? In short, this article scrutinizes the religious, social and personal ramifications for pilgrims after the completion of Hajj and return to their community. My research illustrates that pilgrimage contributes to a process of self-formation among pilgrims, with religious and non-religious dimensions, which continues long after Hajj is over and which operates within, and interacts with, specific social contexts.

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