Humanism and Higher Education

Modern Period ◽

Medieval Europe ◽

The chapter begins with a brief history of higher education, primarily in Europe and the United States. Such a history is traditionally traced back to ancient Greece, moves through medieval Europe and the Middle East, and eventually focuses on how religious forms of proto-humanist thought and early science split off from one another in the early modern period, post-1600. A summary follows of some of the debates, particularly around the nature and scope of “the human,” that are presently of deep interest in the humanities. The chapter concludes with some critical reflections on where humanist intellectuals might want to go from here and calls for new and more inclusive forms of the humanist imagination.

Broad Access and Steep Stratification in the First Mass System: High Participation Higher Education in the United States of America

High Participation Systems of Higher Education ◽

10.1093/oso/9780198828877.003.0009 ◽

2018 ◽

pp. 227-265 ◽

Cited By ~ 3

Author(s):

Brendan Cantwell

Keyword(s):

Higher Education ◽

United States ◽

System Development ◽

The United States ◽

Present Condition ◽

Higher Education System ◽

High Participation ◽

The Usa ◽

This chapter provides a detailed and extensive assessment of the United States of America’s (USA) high participation systems (HPS) of higher education. It considers the history of higher education, system development, and the present condition of higher education in the country. The USA was the first HPS and the American system remains globally influential. Higher education in the USA is a massive enterprise, defined by both excellent and dubious providers, broad inclusion, and steep inequality. The chapter further examines higher education in the USA in light of the seventeen HPS propositions. Perhaps more so than any other system, the American HPS conforms to the propositions. Notably, higher education in the USA is both more diverse horizontally, and stratified vertically, than most other HPS.

Refugiés Or Émigrés? Early Modern French Migrations to British North America and the United States (c. 1680 – c. 1820)

Itinerario ◽

10.1017/s0165115300013942 ◽

2006 ◽

Vol 30 (2) ◽

pp. 12-32

Author(s):

Bertrand Van Ruymbeke

Keyword(s):

United States ◽

Seventeenth Century ◽

North America ◽

Early Modern ◽

Political History ◽

Early Modern Period ◽

The United States ◽

British North America ◽

Modern Period ◽

Gulf Of Saint Lawrence

Historians have traditionally paid relatively little attention to the French migrations to America. Although in the early modern period France was a demographic giant, had a deep – yet not enough recognized – maritime tradition, had many colonies in the Americas from the Gulf of Saint-Lawrence to the Amazon, and suffered from a tumultuous political history comparatively few of its people migrated to British North America and the United States. France has therefore and to some extent understandably enjoyed minimal visibility in the American ethnic landscape. There is, however, a long tradition of French migrations to America, beginning with the Huguenots at the end of the seventeenth century. At times these influxes were important in terms of number and influence, indeed in 1690 and in 1790 French was spoken in the streets of Charleston and of Philadelphia.

Umrevinsky ostrog: Results of the 2010–2017 archaeological research

10.17746/7803-0307-7.2020 ◽

2020 ◽

Author(s):

A.P. Borodovsky ◽

◽

S.V. Gorokhov ◽

Keyword(s):

Early Modern ◽

18Th Century ◽

Early Modern Period ◽

Archaeological Heritage ◽

Modern Period ◽

Metal Composition ◽

Teachers And Students ◽

History Of ◽

Archaeological Monument

Th e monograph is the fi rst source to fully introduce into scientifi c discourse the results of the comprehensive studies of the representative item of the Early Modern Period in the Upper Ob region, the Umrevinsky ostrog, that were conducted in 2010–2017 and are still under way. It is discovered that the cultural layer of this archaeological monument contains structures and artifacts dating back by their traditions to the Moscow Tzardom and the Peter I period. Th e research of an extensive necropolis of the Umrevinsky ostrog and analysis of the metal composition of those cross pendants discovered in the territory of the monument allowed attributing the chronology of its appearance and existence. Th e appendix dwells in detail upon the written sources related to the Umrevinsky ostrog and academic missions of the fi rst half of the 18th century, during which the fi rst items of the archaeological heritage in the territory of Novosibirsk region were found. Th e publication is meant for archaeologists, ethnographists, historians, local historians, museum employees, teachers, and students of the departments of history of higher education establishments.

Presbyterians and Higher Education

The Oxford Handbook of Presbyterianism ◽

10.1093/oxfordhb/9780190608392.013.5 ◽

2019 ◽

pp. 567-580

Author(s):

David S. Guthrie ◽

R. Tyler Derreth

Keyword(s):

Higher Education ◽

United States ◽

Twentieth Century ◽

Approaches To Learning ◽

The United States ◽

The Future ◽

History Of ◽

Freedom Of Thought

This chapter explores Presbyterian influences and involvement in higher education. It begins by using Princeton as an historic lens to examine the “Presbyterian ideals” of reason and education, liberty, and differentiation. The Presbyterian regard for freedom of thought and intellectual edification produced denominational schools throughout the history of higher education, especially in the United States, that differed substantially in their overarching philosophies, approaches to learning, curricula, and emphases on Christian piety. The second part of the chapter identifies the proliferating diversity at the intersection of Presbyterianism and the higher education landscape in the twentieth century. It describes differentiation by theology, denominations, geography, and culture. The chapter ends with brief ruminations on the future roles and stability of Presbyterian higher education.

Important Events in the Development of Academic Advising in the United States

NACADA Journal ◽

10.12930/0271-9517-29.2.18 ◽

2009 ◽

Vol 29 (2) ◽

pp. 18-40 ◽

Cited By ~ 15

Author(s):

Sandra Cook

Keyword(s):

Higher Education ◽

United States ◽

Academic Advising ◽

The United States ◽

Faculty Roles ◽

Student Personnel ◽

History Of ◽

New Millennium

The development of academic advising parallels the history of higher education and reflects decades of student personnel work. Changes in funding, curricula, students, and faculty roles have all affected the means by which students have been advised. The evolution of advising eventually led to the formation of NACADA in 1979. Since 2001, when I last documented the history of academic advising in the Mentor, I have expanded the benchmark information and references. I also added key advising events in the new millennium.

North America from the Top Down

Journal of Early American History ◽

10.1163/18770703-00502008 ◽

2015 ◽

Vol 5 (2) ◽

pp. 109-136

Author(s):

Catherine Desbarats ◽

Allan Greer

Keyword(s):

United States ◽

North America ◽

Early Modern ◽

Spatial Dynamics ◽

Early Modern Period ◽

New France ◽

Colonial History ◽

Top Down ◽

Modern Period ◽

This paper re-examines the spatial foundations of North American historiography concerning the early modern period. By focusing on the history of New France in its broader context, it argues that the hegemony of a United States-centric approach to pre-national America has distorted our understanding of the basic spatial dynamics of the period. More visibly than in other zones of empire formation, but not uniquely, New France displays a variety of spaces. We discuss three of these: imperial space, indigenous space and colonial space. We call into question the entrenched tendency, derived we think, from near-exclusive attention to the history of the Thirteen Colonies, to characterize this as “colonial history” and to assume that “colonies” were the only significant vessel of this history.

Archibald Cary Coolidge: A Founder of Russian Studies in the United States

Slavic Review ◽

10.2307/2496131 ◽

1978 ◽

Vol 37 (4) ◽

pp. 651-667 ◽

Cited By ~ 2

Author(s):

Robert F. Byrnes

Keyword(s):

Higher Education ◽

United States ◽

Eastern Europe ◽

The United States ◽

Colleges And Universities ◽

Harvard University ◽

Teaching And Research ◽

Founding Fathers ◽

Americans have paid relatively little attention to the history of higher education in the United States, and Russian specialists have neglected the history of their own field, even though our foundations strongly affect our qualities as scholarteachers and the circumstances in which we work. One of the most important founding fathers of Russian studies in the United States was Archibald Cary Coolidge, a member of the Department of History at Harvard University from 1893 until his death in 1928, who launched teaching and research concerning Russia and Eastern Europe at Harvard and in many other colleges and universities through those whom he helped train.

The Gendered Roots of American Higher Education

10.1093/oso/9780190650940.003.0002 ◽

2018 ◽

Author(s):

Deondra Rose

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Educational Institutions ◽

Government Programs ◽

American Higher Education ◽

Women's Participation ◽

History Of ◽

Historical Role

This chapter analyzes the history of women’s participation in American higher education and the federal government’s historical role in shaping who has access to it. Higher educational institutions in the United States were established with men in mind, and for approximately three hundred years after the establishment of the nation’s first college, women were excluded from equal access to postsecondary institutions. On campus, women were often greeted with hostility and found themselves treated as second-class students. The history of higher education in the United States yields important lessons for thinking about the effect that government programs have had on the gender dynamics of American citizenship since the mid-twentieth century.

Human Trafficking in Medieval Europe

10.5117/9789463723336 ◽

2020 ◽

Author(s):

Christopher Paolella

Keyword(s):

Early Modern ◽

Human Trafficking ◽

Late Antiquity ◽

Early Modern Period ◽

Modern World ◽

Modern Period ◽

Medieval Europe ◽

History Of ◽

Underlying Causes ◽

Global Concern

Human trafficking has become a global concern over the last twenty years, but its violence has terrorized and traumatized its victims and survivors for millennia. This study examines the deep history of human trafficking from Late Antiquity to the Early Modern Period. It traces the evolution of trafficking patterns: the growth and decline of trafficking routes, the everchanging relationships between traffickers and authorities, and it examines the underlying causes that lead to vulnerability and thus to exploitation. As the reader will discover, the conditions that lead to human trafficking in the modern world, such as poverty, attitudes of entitlement, corruption, and violence, have a long and storied past. When we understand that past, we can better anticipate human trafficking’s future, and then we are better able to fight it.

A “Dying Light” or a Newborn Enlightenment: Religion and Higher Education in the Twenty-First Century

History of Education Quarterly ◽

10.1111/j.1748-5959.2005.tb00048.x ◽

2005 ◽

Vol 45 (3) ◽

pp. 454-460 ◽

Cited By ~ 3

Author(s):

Mark Schwehn

Keyword(s):

Higher Education ◽

United States ◽

Research University ◽

The United States ◽

Positive Role ◽

American University ◽

Overall Design ◽

History Of ◽

The 1960S

During the 1980s, when I first began to study the nature and the history of higher education in the United States, I relied quite heavily upon Laurence R. Veysey's The Emergence of the American University, Given my own particular interests, as much personal as they were professional, in the relationship between religion and higher learning, I found myself constantly returning to Veysey in preference to other syntheses for a densely textured, lucidly written, always thoughtful account of the change from a largely Christian network of mid-nineteenth century colleges to a system of higher education dominated by the secular research university. Veysey's account has by now been largely superseded, especially after the 1980s, in part by histories that, unlike Veysey's, maintain close attention to religion, both during the period that he focused upon and beyond it up to at least the period during which he wrote his book (the 1960s). Even so, both in its details and in its overall design, The Emergence of the American University has proven to be remarkably durable, some of it quite prescient, and I believe that it can still be profitably used to consider what positive role, if any, religion might play in strengthening the character of higher education in the United States today.