The Instrumental University

2019 ◽  
Author(s):  
Ethan Schrum
Keyword(s):  
World War Ii ◽  
Social Order ◽  
Research University ◽  
Social Problems ◽  
Procedural Rationality ◽  
Academic Leaders ◽  
Postwar America ◽  
Clark Kerr ◽  
The Social ◽  
Managerial Knowledge

This book argues that Clark Kerr, Gaylord P. Harnwell, and other post-World War II academic leaders set the American research university on a new course by creating the instrumental university. With its emphasis on procedural rationality, organized research, and project-based funding by external patrons, the instrumental university would provide technical and managerial knowledge to shape the social order. Its leaders hoped that by solving the nation’s pressing social problems, the research university would become the essential institution of postwar America. On this view, the university’s leading purposes included promoting economic development and coordinating research from many fields in order to attack social problems. Reorienting institutions to prioritize these activities had numerous consequences. One was to inject more capitalistic and managerial tendencies into universities. Today, those who decry universities’ corporatizing and market-driven tendencies often trace them to the rise of neoliberalism in the 1970s. This book suggests that a fuller explanation of these tendencies must highlight their deeper roots in the technocratic progressive tradition that originated in the 1910s, particularly the organizational changes within universities that this tradition spawned from the 1940s onward as part of the instrumental university.

Emergence of the Modern Research University: Harvard and M.I.T., 1945–1970

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
Research University ◽  
Institutional Development ◽  
Academic Community ◽  
Massachusetts Institute Of Technology ◽  
World War ◽  
The Social ◽  
War Effort ◽  
Institute Of Technology ◽  
Institutional Model

Harvard and M.I.T. were ideally positioned to exploit the advantageous possibilities for development that arose after World War II. Both did so, pursuing routes that reflected their different histories, stages of development, organizational characteristics, and current priorities. Both became, in the process, contrasting versions of a modern research university, together helping to define a new institutional model for the nation’s academic community. For most universities, World War II continued the difficult circumstances of the Depression, but the wartime role of academics also fostered hopes for recognition and growth in the postwar years. This optimism prompted organized planning for institutional development well before the end of the war. As Conant put it in 1943: “The period immediately following the cessation of hostilities ... will be a time when [Harvard’s] educational house can be put in order, when changes perhaps long overdue can be made most readily.” The leaders of M.I.T. anticipated even more dramatic gains. Referring in 1944 to the Institute’s contributions to the war effort, Compton observed that “the value, effectiveness and prestige of the Massachusetts Institute of Technology have never been at so high a level; this is certainly a strategic vantage point from which to initiate the next advance.” The prewar years at Harvard had left little doubt about the “changes ... long overdue” on which Conant would focus. From the beginning of his presidency, he had insisted that Harvard’s goal should not be expansion but “intensification”: the raising of intellectual standards within established programs and the reducing of concern with the social, localistic values associated with Harvard’s Brahmin traditions. The two major expressions of these policies prior to 1940 had been the efforts to tighten scholarly standards for promotion in the Faculty of Arts and Sciences and to attract more able undergraduates by recruiting in public and non-northeastern secondary schools. As Conant anticipated the postwar years, especially in the context of the veterans’ program, he was aware that the new popularity of higher education might support a level of growth that had not been possible during the Depression, but he continued to oppose expansion. If demand for admission increased, Conant argued in the mid-1940S, Harvard should raise standards, not increase in size.

scholarly journals ADAPTIVE POTENTIAL ASSESSMENT OF FUTURE TEACHERS AT THE FIRST STAGE OF THEIR PROFESSIONAL TRAINING

2019 ◽  
Vol 7 (5) ◽  
pp. 1168-1172
Author(s):  
Lyudmila N. Voloshina ◽  
Lyudmila K. Buslovskaya ◽  
Alexey Ju. Kovtunenko ◽  
Yulia P. Ryzhkova ◽  
Yulia A. Prokopenko
Keyword(s):  
Social Order ◽  
Professional Training ◽  
Research University ◽  
Health State ◽  
Design Strategies ◽  
Adaptive Potential ◽  
Future Teachers ◽  
The Social ◽  
Safe Behavior ◽  
Teachers And Students

Purpose of the study: The topicality of the research is determined by the social order for a healthy personality, awareness of education possibilities to improve the adaptative potential, competitiveness, and activity. Methodology: The assessment of the health state was based on the medical examination results in the clinic of Belgorod National Research University. Somatometric, somatoscopic and physiometric methods were used to define the functional state of the students’ organism. Results: The health of a growing person starts with the health of his family and the teacher. The quality of the pedagogical strategy and the tactics of healthy generation education are defined by the teacher’s ability to design a personal model of safe behavior and to assess his own health adaptive risks and students too. Adaptative potential assessment of a future teacher as an integral health indicator at the primary stage of his professional training will determine the measures to prevent misadaptation and design strategies for personal safe behavior. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Adaptive Potential Assessment of Future Teachers at the First Stage of their Professional Training is presented in a comprehensive and complete manner.

On the Edge of Democracy

2018 ◽  
Author(s):  
Rosario Forlenza
Keyword(s):  
World War Ii ◽  
Social Order ◽  
World War ◽  
National Unity ◽  
Existential Crisis ◽  
Real People ◽  
The Social ◽  
New Meanings ◽  
Political Norms ◽  
Symbolic Formation

This book links the emergence of democracy in Italy after World War II to human experiences and the symbolic formation of meaning in a time of political and existential uncertainty. Between 1943 and 1948 Italians experienced the most intense period of the war, with its hardship and violence, and the most intense period of social, economic, and political reconstruction, with its hopes and vitality. Unlike conventional accounts that focus on institutions, ideologies, and political norms, On the Edge of Democracy examines the aspirations, expectations, and hopes of real people in real time—the social dramas the individuals engaged with. Adopting an anthropological approach, it sees the process of democratization in Italy as analogous to a ritual passage, in which social order was suspended and then reasserted following a liminal time during which ideas and beliefs were reformulated and new meanings, symbols, and identities emerged. The period of civil war 1943–5, especially, was a time of brutality and dramatic violence as well as a critical juncture of creative existential pluralism. The events during the period following the collapse of Fascism and the disintegration of national unity created a new popular consciousness and changed the relationships among individuals, and between individual and political power. Existential crisis and lived experiences during this period of uncertainty generated new meanings, interpretations, and hopes that shaped post-Fascist democracy. Democracy in Italy was the consequence of ordinary’s people reactions to, and symbolization of, the circumstances which they went through in those extraordinary times.

Shils and the intellectuals

2019 ◽  
pp. 171-190
Author(s):  
Jefferson Pooley
Keyword(s):  
World War Ii ◽  
Social Order ◽  
Gustave Flaubert ◽  
Adult Life ◽  
World War ◽  
Moral Ideal ◽  
The Social ◽  
Civil Politics ◽  
Hippolyte Taine

This chapter traces Shils' distinctive conception of the intellectual—as indispensable to, but all too often an opponent of, social order. Shils’ aversion to intellectual disloyalty was a constant throughout his adult life, though his specifically ‘Shilsian’ take on the intellectual and his society would only cohere, in a sophisticated, original, and consistent way, in the late 1950s. The chapter reconstructs Shils encounter with the downcast intellectual, first as a precocious reader of Gustave Flaubert, Hippolyte Taine, and, above all, Georges Sorel. It was Sorel’s chiliastic politics of heroic violence which, in its purist clarity, helped disclose the transcendent moral impulse that, to varying degrees, leads intellectuals to judge their societies harshly. When, after World War II, the moral ideal seemed spent even within socialist movements, Shils observed its traces in the complaints of ex-radicals. Society’s loose consensus depends on public belief, he argued, which in turn depends on the social picture put forward by intellectuals. These ‘persons with an unusual sensitivity to the sacred’ could help support the fragile achievements of civil politics, but Shils was not optimistic.

Pick a Pocket Or Two

2021 ◽  
Author(s):  
Ethan Mordden
Keyword(s):  
World War Ii ◽  
Working Class ◽  
Social Order ◽  
Point Of View ◽  
Ruling Class ◽  
World War ◽  
Strong Point ◽  
The Social ◽  
American Model ◽  
History Of

This book tells the full history of the British musical, from The Beggar's Opera (1728) to the present, by isolating the unique qualities of the form and its influence on the American model. To place a very broad generalization, the American musical is regarded as largely about ambition fulfilled, whereas the British musical is about social order. Oklahoma!'s Curly wins the heart of the farmer Laurey—or, in other words, the cowboy becomes a landowner, establishing a truce between the freelancers on horseback and the ruling class. Half a Sixpence, on the other hand, finds a working-class boy coming into a fortune and losing it to fancy Dans, whereupon he is reunited with his working-class sweetheart, his modest place in the social order affirmed. Anecdotal and evincing a strong point of view, the book covers not only the shows and their authors but the personalities as well—W. S. Gilbert trying out his stagings on a toy theatre, Ivor Novello going to jail for abusing wartime gas rationing during World War II, fabled producer C. B. Cochran coming to a most shocking demise for a man whose very name meant “classy, carefree entertainment.”

scholarly journals Bosnia and Herzegovina under the Communist Regime: an Outlook on Educational Policy

2021 ◽  
Vol 7 (1) ◽  
pp. 111-132
Author(s):  
Snježana Šušnjara
Keyword(s):  
World War Ii ◽  
Bosnia And Herzegovina ◽  
Social Order ◽  
The State ◽  
Communist Regime ◽  
World War ◽  
New Man ◽  
The Social ◽  
School Programs ◽  
Totalitarian Regimes

Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. After World War II, education became compulsory for all children and the state could have influenced easily all aspects of education. The state conception how to educate a new society and how to produce a common Yugoslav identity was in focus of the new ideology and those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. After the split of the Soviet model of pedagogy (1945–1949), the changes occurred in education when the communists established a new regime with universal characteristics of the Yugoslavian education which differentiated among the republics in accordance with their own specificities. Bosnia and Herzegovina with its multi-ethnic nature occupied a special place inside the common state as a model that served as a creation of possible, multiethnic, socialist Yugoslavia.

scholarly journals RIVERBANK SETTLEMENT AND HUMANITARIAN ARCHITECTURE, THE CASE OF MANGUNWIJAYA’S DWELLINGS AND 25 YEARS AFTER, CODE RIVER, YOGYAKARTA, INDONESIA

2018 ◽  
Vol 42 (2) ◽  
pp. 177-187 ◽  
Author(s):  
Noor Cholis Idham
Keyword(s):  
High Risk ◽  
Natural Environment ◽  
Social Order ◽  
Social Problems ◽  
Environmental Challenges ◽  
Self Help ◽  
The Social ◽  
The City

Code riverbank has drawn worldwide attention since 90’s when Architect Mangunwijaya involved in the dispute of urban riverside settlement in Yogyakarta. Struggling for the slum between the municipality and the dwellers gradually dwindled, and one of most significant causes was his humanitarian dwelling self-help scheme on Kampung Code. The project, which was later recognized by Aga Khan Award for Architecture in 1992, was not only purposed for reducing the tension but also promoting appropriate social order by considering the natural environment vulnerability. One of the poorest and most crook riverbank zones of the city had transformed to be a better environment with positive atmosphere afterward. Unfortunately, the project was hardly followed by other dwelling construction either in the site or other parts of the bank. This paper studies how the architecture could cure the social problems as well as resolve the environmental challenges and its sustainability. The social approaches done by Mangunwijaya and how he captured the high-risk of riverbank nature to the dwelling concepts were accessed. The results indicate that in spite of the riverside’s slum controversies, the architecture should be considered as a remedy both for social and natural problems.

scholarly journals Football for Inclusion: Examining the Pedagogic Rationalities and the Technologies of Solidarity of a Sports-Based Intervention in Sweden

2017 ◽  
Vol 5 (2) ◽  
pp. 232-240 ◽  
Author(s):  
David Ekholm ◽  
Magnus Dahlstedt
Keyword(s):  
Social Policy ◽  
Social Order ◽  
Social Problems ◽  
Social Solidarity ◽  
Social Intervention ◽  
The Social ◽  
Problems And Solutions ◽  
Cultural Skills ◽  
The City ◽  
Social Collective

Sports practices have been emphasised in social policy as a means of responding to social problems. In this article we analyse a sports-based social intervention performed in a “socially vulnerable” area in Sweden. We examine the formation of includable citizens in this project, based on interviews with representatives involved in the project. The material is analysed from a governmentality perspective, focusing on how problems and solutions are constructed as being constitutive of each other. The focus of the analysis is on social solidarity and inclusion as contemporary challenges, and how sport, specifically football, is highlighted as a way of creating social solidarity through a pedagogic rationality—football as a means of fostering citizens according to specific ideals of solidarity and inclusion. The formation of solidarity appears not as a mutual process whereby an integrated social collective is created, but rather as a process whereby those affected by exclusion are given the opportunity to individually adapt to a set of Swedish norms, and to linguistic and cultural skills, as a means of reaching the “inside”. Inclusion seems to be possible as long as the “excluded” adapt to the “inside”, which is made possible by the sports-based pedagogy. In conclusion, social problems and social tensions are spatially located in “the Area” of “the City”, whose social policy, of which this sports-based intervention is a part, maintains rather than reforms the social order that creates these very tensions.

Советское «пропагандистское государство» в годы II мировой войны: ресурсные ограничения и коммуникативные возможности

2012 ◽  
Vol 39 (2) ◽  
pp. 192-218 ◽  
Author(s):  
Александр Лившин ◽  
Игорь Орлов
Keyword(s):  
World War Ii ◽  
Social Order ◽  
Resource Constraints ◽  
Nazi Germany ◽  
World War ◽  
Historical Experience ◽  
The Public ◽  
The People ◽  
The Social ◽  
History Of

Alexander Livshin and Igor Orlov The Soviet “Propaganda State” during World War II: Resource Constraints and Communication Capabilities “The new history of propaganda” studies the historical experience of using propaganda by different countries, including democratic ones, in the time of wars and other crises. It is evident that particular attention is paid to Nazi Germany and Stalinist USSR, the two excessively ideology-driven and politicized societies where propaganda played the role far beyond the boundaries of simple ideological indoctrination and manipulation of the public opinions and attitudes with the purpose of pushing the people towards a desired model of behavior. In both states propaganda became a fundamental core institution aimed at building and sustaining the social order. At the same time, if we consider the experience of Stalin’s USSR, then the usage of the term “propaganda state” introduced by Peter Kenez requires a significant caveat.

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