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Author: Philip Gleason
Publisher: Oxford University Press
ISBN: 0195356934
Category : History
Languages : en
Pages : 449
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Book Description
How did Catholic colleges and universities deal with the modernization of education and the rise of research universities? In this book, Philip Gleason offers the first comprehensive study of Catholic higher education in the twentieth century, tracing the evolution of responses to an increasingly secular educational system. At the beginning of the century, Catholics accepted modernization in the organizational sphere while resisting it ideologically. Convinced of the truth of their religious and intellectual position, the restructured Catholic colleges grew rapidly after World War I, committed to educating for a "Catholic Renaissance." This spirit of militance carried over into the post-World War II era, but new currents were also stirring as Catholics began to look more favorably on modernity in its American form. Meanwhile, their colleges and universities were being transformed by continuing growth and professionalization. By the 1960's, changes in church teaching and cultural upheaval in American society reinforced the internal transformation already under way, creating an "identity crisis" which left Catholic educators uncertain of their purpose. Emphasizing the importance to American culture of the growth of education at all levels, Gleason connects the Catholic story with major national trends and historical events. By situating developments in higher education within the context of American Catholic thought, Contending with Modernity provides the fullest account available of the intellectual development of American Catholicism in the twentieth century.
Author: Philip Gleason
Publisher: Oxford University Press
ISBN: 0195356934
Category : History
Languages : en
Pages : 449
Get Book Here
Book Description
How did Catholic colleges and universities deal with the modernization of education and the rise of research universities? In this book, Philip Gleason offers the first comprehensive study of Catholic higher education in the twentieth century, tracing the evolution of responses to an increasingly secular educational system. At the beginning of the century, Catholics accepted modernization in the organizational sphere while resisting it ideologically. Convinced of the truth of their religious and intellectual position, the restructured Catholic colleges grew rapidly after World War I, committed to educating for a "Catholic Renaissance." This spirit of militance carried over into the post-World War II era, but new currents were also stirring as Catholics began to look more favorably on modernity in its American form. Meanwhile, their colleges and universities were being transformed by continuing growth and professionalization. By the 1960's, changes in church teaching and cultural upheaval in American society reinforced the internal transformation already under way, creating an "identity crisis" which left Catholic educators uncertain of their purpose. Emphasizing the importance to American culture of the growth of education at all levels, Gleason connects the Catholic story with major national trends and historical events. By situating developments in higher education within the context of American Catholic thought, Contending with Modernity provides the fullest account available of the intellectual development of American Catholicism in the twentieth century.
Author: C. Joseph Nuesse
Publisher: CUA Press
ISBN: 9780813207360
Category : Education
Languages : en
Pages : 532
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Book Description
"The university has been known for the excellence of its teaching . . .; its immense influence on American Catholic education and the intensity and liveliness of its intramural theological debates, reflecting the stresses of the modern world on the church. This informative history, by an emeritus professor of sociology, traces the university's development, omitting no controversy of relevance to current issues."--Washington Post Book World
Author: Herman Joseph Heuser
Publisher:
ISBN:
Category :
Languages : en
Pages : 534
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Book Description
Author: Robert P. Malesky
Publisher: Arcadia Publishing
ISBN: 9780738585529
Category : History
Languages : en
Pages : 132
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Book Description
The Catholic University of America is unlike any other school in the United States. Certainly there are other universities with the same passion for excellence, and there are other highly regarded Catholic universities in the country. The Catholic University of America, however, is the only national university of the Catholic Church in the United States. Founded by U.S. bishops in 1887, the project of a national university was approved by Pope Leo XIII, and after considerable debate it was decided to put the school in the nation's capital on a hilly plot of land in Northeast Washington, D.C. Classes opened on November 13, 1889, with a distinguished faculty of eight professors. Since then the university has grown exponentially, greatly expanding the number of students, teachers, and schools. The Catholic University of America has celebrated educational triumphs, suffered fiscal crises, rejoiced in two papal visits, and earned itself a place as one of the country's leading educational institutions.
Author: Marvin R. O'Connell
Publisher: Minnesota Historical Society Press
ISBN: 9780873512305
Category : Biography & Autobiography
Languages : en
Pages : 632
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Book Description
"O'Connell presents an excellent biography of the first archbishop of St. Paul, Minnesota, who rose from poverty to become an internationally known clerical figure and friend of presidents. . . . Well written and well researched, this biography brings to life an important figure in American religious history. Recommended."--Library Journal
Author: Hugh Hawkins
Publisher: Plunkett Lake Press
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 317
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Book Description
“Charles William Eliot, President of Harvard from 1869 until 1909, was unquestionably the most influential leader of American higher education during the last one hundred years. Both born and married into Boston high society, he brought wisdom, administrative skill, tough-minded vision, and, above all, patience to his leadership of the nation’s oldest and most prestigious college. In his 40 years as president Eliot transformed that college into America’s leading university, becoming at the same time a prototype of the modern university executive. Charles Eliot was a man of affairs as well as judgment, a spokesman for American culture as well as higher education, and a consummate blend of conservatism and innovation in an age when each was highly valued. Hugh Hawkins has written a book to match the man. Neither biography nor institutional history, this unconventional account traces the interaction between Eliot and Harvard on the one hand and American society on the other. In the process we encounter virtually every social question impinging upon education with which we are still dealing... Eliot had to resolve issues involving federal aid to higher education, the mixture of required and elective studies in both undergraduate and professional schooling, the relationship between teaching, research, and institutional health and prestige, the political activities of faculty and students, and the proper role of faculty, administration, and laymen in governing universities. Hawkins explores these questions in great depth and with a sure grasp of what their answers mean in the everyday lives of faculty and students. Calling upon a wealth of original research and previous scholarship, he outlines pressures, problems, and temptations which have a very contemporary ring.” — Mark Beach, The Journal of Higher Education “Hugh Hawkins has written a lucid, stimulating account of the most crucial turning-point in the history of American higher education... Hawkins’ scholarship is resourceful and meticulous... He writes with great clarity, attentiveness, and control... His thoroughness and cool intelligence produce solid monographic history at its very best... an important contribution to the social history of the age.” — Laurence Veysey, The Journal of American History “A thorough, well balanced appraisal of Eliot and of his relationship to Harvard and to American society. Mr. Hawkins has admirably combined historical analysis and narrative biography with mutually beneficial consequences.” — John H. Fischer, Teachers College, Columbia University “[A] fascinating and thought-provoking assessment of Eliot and the university milieu in which he operated... the book is a delight to read. The text does have a crisp quality, and it resonates from the author’s obviously diligent researches... Hawkins has pieced together a first-rate portrait of a formidable man bringing great talents to bear on the many-faceted problem of improving education in the United States.” — Daniel Leab, The New England Quarterly “This is a first-rate study... informed, thoughtful, and well written.” — George W. Pierson, The American Historical Review “Hawkins argues that Eliot’s liberalism became a force in Harvard’s transformation, freeing faculty and students for a new kind of university life. Hawkins has formulated a major thesis, important for understanding both Eliot and the transformation of education in the second half of the nineteenth century. He also has written a committed, relevant book... the significance of Harvard in the academic revolution emerges more vividly than ever... In two superb chapters, ‘From College to University,’ and ‘The System of Liberty,’ Hawkins describes a process of historical change far beyond anything Eliot himself might have comprehended fully. Hawkins triumphs over the static, snap-shot effect of a structural analysis. He presents a dynamic story of a growing university, with its leader, its evolving bureaucratic arrangements, its new departments and schools, its changing methods of teaching and research, its committee system and administration, its invention of pensions and sabbaticals.” — David F. Allmendinger, History of Education Quarterly “Eliot brought Harvard and with it the nation’s colleges into the modern world; he infused his college with the spirit of free inquiry and gained for higher education a position where it could maintain its precarious independence from the giant centers of powers in the nation’s economy and politics. Hawkins’ book makes it abundantly clear at what price and with what means Eliot’s and Harvard’s victories were gained. It shows that in the modern world there cannot be even in academia a sanctuary free of managers and administrators; that the function of higher education’s trustees is precisely that rationalizing and merging of interests which will allow the institutions of learning to survive in a world whose clocks do not run on academic time. Hugh Hawkins’s book is one of the finest and most judicious studies of the conditions under which modern academic man established his existence in America.” — Jurgen Herbst, Reviews in American History “[A] most authoritative study of Charles W. Eliot... a remarkable document of social history of the American people at a particularly momentous era of their maturation... quite a compelling book.” — D. J. Johnston, British Journal of Educational Studies “[A] carefully researched, scholarly study... I recommend... this responsible and interesting account of that giant among men, Charles William Eliot, his work at Harvard and his relation to America.” — Earl V. Pullias, The Phi Delta Kappan
Author: John Apczynski
Publisher: University Press of America
ISBN: 9780819156174
Category : Religion
Languages : en
Pages : 196
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Book Description
Originally published by the College Theology Society in 1982, this collection of essays addresses issues of religious literacy. The explorations forming the unifying motif here focus on where religious classics can be found today, how they are encountered, and how their meaning is properly grasped and expressed. These concerns are vital to those engaged professionally in the transmission, assimilation and creative development of our cultural heritage. Co-published with the College Theology Society.
Author: Willis Rudy
Publisher: Routledge
ISBN: 1351515772
Category : Education
Languages : en
Pages : 577
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Book Description
At a time when our colleges and universities face momentous questions of new growth and direction, the republication of Higher Education in Transition is more timely than ever. Beginning with colonial times, the authors trace the development of our college and university system chronologically, in terms of men and institutions. They bring into focus such major areas of concern as curriculum, administration, academic freedom, and student life. They tell their story with a sharp eye for the human values at stake and the issues that will be with us in the future.One gets a sense not only of temporal sequence by centuries and decades but also of unity and continuity by a review of major themes and topics. Rudy's new chapters update developments in higher education during the last twenty years. Higher Education in Transition continues to have significance not only for those who work in higher education, but for everyone interested in American ideas, traditions, and social and intellectual history.
Author: Richard Gribble
Publisher: Paulist Press
ISBN: 1616438681
Category :
Languages : en
Pages : 357
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Book Description
Author: Kathleen Sprows Cummings
Publisher: Univ of North Carolina Press
ISBN: 0807832499
Category : Religion
Languages : en
Pages : 298
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Book Description
"Cummings highlights four women: Chicago-based journalist Margaret Buchanan Sullivan; Sister Julia McGroarty, SND, founder of Trinity College in Washington, D.C., one of the first Catholic women's colleges; Philadelphia educator Sister Assisium McEvoy, SSJ; and Katherine Eleanor Conway, a Boston editor, public figure, and antisuffragist. Cummings uses each woman's story to explore how debates over Catholic identity were intertwined with the renegotiation of American gender roles. By examining female power within Catholic religious communities and organizations, she challenges the widespread assumption that women who were faithful members of a patriarchal church were incapable of pathbreaking work on behalf of women.".
