The American College A Psychological and Social Interpretation of The Higher LearningPDF电子书下载

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Introduction 1

part Ⅰ GENERAL 5

1 Higher Education as a Social Problem＆Nevitt Sanford 10

Ⅰ．Do our colleges educate？ 10

Ⅱ．Some obstacles to reform． 17

Ⅲ．The promise of a scientific approach． 24

2 Higher Education as a Field of Study＆Nevitt Sanford 31

Ⅰ．Objectives． 32

Ⅱ．The entering student． 42

Ⅲ．Academic procedures． 48

Ⅳ．Student society and student culture． 57

Ⅴ．Student performance in relation to educational objectives． 62

Ⅵ．Interactions of students and educators． 67

Ⅶ．The effects of college education． 69

Ⅷ．Conclusion． 72

3 The Viability of the American College＆David Riesman and Christopher Jencks 74

Ⅰ．The college as an initiation rite． 75

Ⅱ．The college as a sub-culture． 75

Ⅲ．Some evolutionary approaches． 89

Ⅳ．College ethnography． 102

A．The University of Massachusetts． 104

B．Bos-ton College． 147

C．San Francisco State College． 158

part Ⅱ THE ENTERING STUDENT 193

4 Motivational Factors in College Entrance＆Elizabeth Douvan and Carol Kaye 199

Ⅰ．What does college represent to the American teen-ager？ 200

Ⅱ．The choice of school． 216

5 The Diverse College Student Population＆T．R．McConnell and Paul Heist 225

Ⅰ．Historical perspective． 225

Ⅱ．Variation in scholastic aptitude． 229

Ⅲ．Diversity in＂non-intellective＂characteristics． 236

Ⅳ．Conclusion． 248

6 Developmental Status of the Entering Freshman＆Nevitt Sanford 253

Ⅰ．Statistical description of the entering freshman． 255

Ⅱ．The freshman＇s stage of development． 256

Ⅲ．The situation of the entering freshman． 266

Ⅳ．The college as a stimulus to development． 271

part Ⅲ ACADEMIC PROCEDURES 283

7 Changing Functions of the College Professor＆Robert Knapp 290

Ⅰ．Functions of the professor and the evolution of his role in America． 291

Ⅱ．Images of the colIege professor． 299

Ⅲ．Characteristics of superior teachers． 303

Ⅳ．Current and future stresses in the professorial vocation． 307

8 Procedures and Techniques of Teaching：A Survey of Experimental Studies＆W．J．McKeachie 312

Ⅰ．Principles of learning relevant to methods of teaching． 313

Ⅱ．Methodological cautions． 317

Ⅲ．Research on methods of teaching． 320

Ⅳ．Student characteristics relevant to effective teaching． 351

Ⅴ．Conclusion：the role of faculty attitudes． 353

9 Personality and Interpersonal Relations in the College Classroom＆Joseph Katz 365

Ⅰ．General and specific characteristics of the college teacher． 368

Ⅱ．The classroom from the teacher＇s perspective． 378

Ⅲ．The classroom and the teacher from the student＇s perspective． 383

Ⅳ．The teacher and his subject matter． 368

10 The Teacher as a Model＆Joseph Adelson 396

Ⅰ．Barriers to understanding． 371

Ⅱ．Uses and limitations of the concept of identification． 372

Ⅲ．Identity and the seeking，accepting，and resisting of models by students． 377

Ⅳ．The many sides of the good teacher． 380

Ⅴ．The antimodel and the disappointing model． 389

11 The Curriculum in the Perspective of the Theory of Personality Development＆Joseph Katz and Nevitt Sanford 418

Ⅰ．The pursuit of knowledge and the curriculum． 419

Ⅱ．Theory of personality and the curriculum． 424

Ⅲ．The curriculum：modes of presentation． 426

Ⅳ．The curriculum：content areas． 430

Ⅴ．Conclusion：conditions of curricular reform． 443

12 Economic Pressures and the Professor＆Anthony Ostroff 445

Ⅰ．Introduction：the problem． 447

Ⅱ．Academic salaries and how to live on them． 421

Ⅲ．Consequences of economic deprivation for the professor＇s relations with his job． 424

Ⅳ．Urgency of the economic problem． 431

part Ⅳ STUDENT SOCIETY AND STUDENT CULTURE 463

13 Student Peer-Group Influence＆Theodore M．Newcomb 469

Ⅰ．Theoretical and empirical bases． 469

Ⅱ．Some conditions of peer-group formation． 473

Ⅲ． Some conditions of peer-group influence． 478

Ⅳ． Peer-group influence and educational ob-jectives． 482

14 Student Culture at Vassar＆John H．Bushnell 489

Ⅰ．The campus setting and arrangements for living． 489

Ⅱ．Aca-demic and extracurricular activities． 493

Ⅲ．Daily， weekly，and yearly cycles of student life． 497

Ⅳ．Values and processes of the peer group． 503

Ⅴ．Acculturation and enculturation． 510

15 Student Culture and Academic＆Effort Everett Hughes，Howard Becker，and Blanche Geer 515

Ⅰ．Level，direction，and style of effort． 515

Ⅱ．Student culture in medical school：an illustrative case． 521

Ⅲ．Consequences of student culture． 528

part Ⅴ STUDENT PERFORMANCE IN RELATION TO EDUCATIONAL OBJECTIVES 531

16 Personality，College Environments，and Academic Productivity＆Donald Brown 536

Ⅰ．The Vassar study of faculty-nominated ideal students． 538

Ⅱ．The Vassar alumnae study． 545

Ⅲ．Some social and cultural determinants of achievement． 550

Ⅳ．The interaction of per-sonality and college environment． 553

17 Fields of Study and the People in Them＆Carl Bereiter and Mervin B．Freedman， 563

Ⅰ．Traits of ability and attitude related to academic field of specialization． 564

Ⅱ．Differences in personality related to aca-demic field of specialization． 571

Ⅲ．Choice of major field in the context of human development． 580

Ⅳ．Conclusion：some possible next steps． 591

18 Students and the Occupational World＆David Beardslee and Donald O＇Dowd 597

Ⅰ．Why occupations matter． 599

Ⅱ．Vocational aspirations of freshmen． 607

Ⅲ．A study of students＇occupational stereotypes． 610

Ⅳ．Faculty influence on student occupational images． 618

Ⅴ．Changes in choice of career． 620

Ⅵ．Conclusion：occupa-tional aspirations and learning． 623

19 Dropouts from College＆John Summerskill 627

Ⅰ．The problem． 627

Ⅱ．Rates of attrition． 629

Ⅲ．Factors associated with dropping out of college． 631

Ⅳ．Directions for future research． 648

part Ⅵ INTERACTIONS OF STUDENTS AND EDUCATORS 659

20 Some Social-Psychological Theory for Selecting and Guiding College Students＆Joshua A．Fishman 666

Ⅰ．The setting of current selection and guidance problems． 666

Ⅱ．The role of nonintellective factors． 669

Ⅲ．A preliminary theoretical model． 679

Ⅳ．Conclusion：a moratorium on prediction． 688

21 Environments for Learning＆George G．Stern 690

Ⅰ．Group atmosphere，student personality，and learning． 691

Ⅱ．Student ecology． 702

Ⅲ．Varieties of constraint in higher education． 708

Ⅳ．Conclusions：the design of effective environments for learning． 725

22 Patterns of Residential Education：A Case Study of Harvard＆Christopher Jencks and David Riesman 731

Ⅰ．Harvard prior to the house plan． 734

Ⅱ．Genesis of the houses． 738

Ⅲ．The houses as centers of leisure． 743

Ⅳ．Myths and reality in the house stereotypes． 751

Ⅴ．Some utopian con-clusions． 762

23 Freedom and Authority on the Campus＆Harold Taylor 774

Ⅰ．The social structure of student life． 752

Ⅱ．The experimental approach． 754

Ⅲ．The new generation． 757

Ⅳ．Some research at Sarah Lawrence． 759

Ⅴ．Conclusion：transactional relationships and intellectual growth． 777

part Ⅶ THE EFFECTS OF COLLEGE EDUCATION 805

24 Personality Changes in College Students＆Harold Webster，Mervin B．Freedman，and Paul Heist 811

Ⅰ．The use of mental tests for studying changes in students． 813

Ⅱ．Changes in skills，in information，and in mental ability． 816

Ⅲ．Changes in values and attitudes． 821

Ⅳ．Research on the determination of personality change in college． 834

Ⅴ．Some sug-gestions for future researcH． 840

25 Studies of College Alumni＆Mervin B．Freedman 847

Ⅰ．Characteristics of college alumni． 850

Ⅱ．Personality develop-ment after college． 862

Ⅲ．Relationships between experiences of the college years and events of later life． 865

Ⅳ．The Mellon Foundation Interview Studies of Vassar College Alumnae． 869

part Ⅷ HIGHER EDUCATION AND THE SOCIAL CONTEXT 887

26 The Place of Higher Education in a Changing Society＆Campbell Stewart 894

Ⅰ．Classical education． 895

Ⅱ．Classical and western Christian education． 903

Ⅲ．The Byzantine stream in education． 905

Ⅳ．The medieval university． 908

Ⅴ．The Protestant Reformation and the Renaissance． 913

Ⅵ．The American universities． 915

Ⅶ．Gathering the threads． 936

27 The Crisis of the State Universities：Analysis and Remedies＆Frank Pinner 940

Ⅰ．Dissensual knowledge and the university＇s publics． 940

Ⅱ．The main bases of conflict． 946

Ⅲ．The crucial tasks of the university． 960

Ⅳ．Conclusion：a note on academic government． 944

28 A Social Theory of Higher Education＆Christian Bay 972

Ⅰ．Institutions and rationality． 972

Ⅱ．Some key concepts． 978

Ⅲ．Some social determinants of student incentives． 986

Ⅳ．The en-during intellect． 1000

EPILOGUE 1007

29 Research and Policy in Higher Education＆Nevitt Sanford 1009

Ⅰ．Some directions for future research． 1010

Ⅱ．Social science in modern society． 1013

Ⅲ．Research and practice in higher education． 1019

Ⅳ．The organization and support of research． 1027

Ⅴ．Expanding knowledge and the aims of education． 1031

Index 1035

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