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- W216852034 abstract "The teaching of history in the academy is currently experienc ing a crisis resulting both from the contemporary plight of the humanities, of which history is a part, and from factors in digenous to Clio's discipline in particular. The American his tory survey course, which generally covers all of American history in two semesters, has felt the the impact of this crisis. One means of alleviating the beleaguered status of the Ameri can history survey is humanizing it through the comparative approach. Fears regarding the state of the humanities have recently intensified in response to the aggressiveness of the social sci ences and the pervasiveness of vocationalism. In 1982, W. Jackson Bate of Harvard's English Department wrote that the humanities were plunging into their worst state of crisis since the modern university was formed a century ago, a condition which he believed was in crucial respects self-induced. On many college campuses, enrollments in the business schools were larger than in the liberal arts colleges, and accounting had become the nation's most popular major. Similarly, more students enrolled in Seton Hall University's College of Arts and Sciences (where I teach) now select communications as a major than any other discipline. Courses in advertising, radio and television broadcasting, and the graphic arts have a strong vocational appeal to undergraduates concerned with future employment.1 This situation is not wholly new. Eulogies over the humani ties have been part of American academic grumbling ever since the introduction of the elective system in the late nine teenth century. Books with such self-explanatory titles as The" @default.
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- W216852034 date "1986-01-01" @default.
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- W216852034 title "The American History Survey and the Comparative Approach." @default.
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