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• W334569616 abstract "The 85 theses published by the Assembly on University Goals and Governance were only ten shy of the number Luther required to start a revolution in both the organization and teachings of the Church. Of necessity, the Assembly addressed itself more urgently to reforming the structure of American universities, our secular. ecclesiae, than to altering the specific content of their educational programs. We may now have, as the new jargon would have it, more faculty input, greater student participation, a broadening of the educational base, extension of education to later stages in the life-cycle?all worthy recommendations of the Assembly report. But not much consideration is being given to the general character of the culture transmitted in higher education. Long-term transformations in substance are ex tremely difficult to chart; yet they may lie closer to the definition of our civilization than the external forms that command attention. In setting forth reflections on the role of the historical in higher education in New York City?and I believe that the same bell tolls for you in the hinterland?I am attempting to raise questions that only infrequently preoccupy university administrators, harassed as they are by problems of household economy. New York is singled out only because it is within the orbit of my experience. I have been a part of the process I describe and, ab sorbed in my own concerns, have done nothing to alter the general movement of events. Mea culpa. Perhaps a future Assembly report will find here provocation for supplying the ten missing theses needed to effect a complete reformation. Analysis of conditions in New York City by a Regents Advisory Council might serve as an example of current educational thought. In June 1972, the Council presented a Regional Plan for Higher Education, a workmanlike study replete with graphs, statistical documentation, and conclusions about the economic plight of the private universities and the lack of adequate square footage in public uni versities for the expanding open admissions program, along with a plea for cooperative action on library facilities. But nary a word about the quality of the study programs or their changing content. Such an evaluation would have stirred up a hornet's nest in many academic fields. It would be a hazardous and presumptuous undertaking involving subjective judgment and assertions that could not be reduced to numerical values, those bulwarks of the educational establishment. For all that, let me begin with a few numbers. The higher education industry of New York City is a colossus that consumes a billion and a half dollars each year, give or take a few hundred million, and affords direct employment to more than 100,000 persons, only about a fourth of whom are instructional. Teachers are clothed with dignities and bear titles such as dis tinguished professor, professor, associate professor, assistant professor, not to men tion adjunct professor, lecturer, instructor, teaching assistant?though a sizable number of them earn less than the city's sanitation workers, a reversal of the 116" @default.
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• W334569616 date "1974-01-01" @default.
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• W334569616 title "Clio Vanishes from New York City." @default.
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