By George Dennis O'Brien

During this clean and unique exploration, George Dennis O'Brien seems at better schooling in the USA. O'Brien argues that to discuss intelligently the way forward for schooling we needs to cease targeting its beliefs and glance as a substitute at its associations. He does this by way of addressing 9 half-truths, reminiscent of no matter if "low rate public schooling merits the least advantaged in society," and is going directly to learn how thoroughly they replicate the real 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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President Mark Hopkins was Williams College. However it may be explained (denomination, size, rurality), the president was the institution in the earlier years-and presidents have remained more authoritative in American higher education than similar officials (chancellors, rectors) in other countries. But for all the overhang of authority, the modern university president stands in a radically different position than his nineteenth-century precursor. Paradoxically, it was the inherited ministerial tradition of supreme presidential authority that allowed the great reform presidents of the late nineteenth century to revolutionize higher education away from religion to research-and away from presidential autocracy toward faculty governance.

But given the conditions of the early universities, there was little institutional baggage. Medieval monks dissatisfied with the local educational emporium “voted with their feet,” so the issue of who governed the campus at Paris or Bologna was of secondary interest. Over the many years since, institutions have elaborated, and decision rights have shifted with the sense of the institutions. In the course of this treatment, I concentrate on the development of American higher education from a period of Protestant denominational colleges-where the minister-president held all the decision authority-to the rise of the modern research university-which seismically shifts authority to the faculty, but in an institution with aims vastly different from those of its denominational predecessor or its medieval ancestor.

Socrates’ mocking recommendation sealed his fate, and ever since, the shade of Socrates has been evoked when battling with forces of parochialism and oppression. I would be the last one to counter that heroic exemplar, but the lessons of Socrates are never free from irony. Consider the image of Socrates, successful in his plea, sitting with the Olympic wrestlers, munching out his years as the licensed gadfly of Athens. There is something faintly comic about an authorized prophet. If Associate Professor Socrates with tenure seems odd, his qualifications would appear absolutely outlandish to the AAUP and any academic tenure committee.

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