The authors also look at some of the revolution's consequences. They see it as intensifying conflict between young and old, and provoking young people raised in permissive, middle-class homes to attacks on the legitimacy of adult authority. In the process, the revolution subtly transformed the kinds of work to which talented young people aspire, contributing to the decline of entrepreneurship and the rise of professionalism. They conclude that mass higher education, for all its advantages, has had no measurable effect on the rate of social mobility or the degree of equality in American society.
Jencks and Riesman are not nostalgic; their description of the nineteenth-century liberal arts colleges is corrosively critical. They maintain that American students know more than ever before, that their teachers are more competent and stimulating than in earlier times, and that the American system of higher education has brought the American people to an unprecedented level of academic competence. But while they regard the academic revolution as having been an historically necessary and progressive step, they argue that, like all revolutions, it can devour its children. For Jencks and Riesman, academic professionalism is an advance over amateur gentility, but they warn of its dangers and limitations: the elitism and arrogance implicit in meritocracy, the myopia that derives from a strictly academic view of human experience and understanding, the complacency that comes from making technical competence an end rather than a means.
The authors also look at some of the revolution's consequences. They see it as intensifying conflict between young and old, and provoking young people raised in permissive, middle-class homes to attacks on the legitimacy of adult authority. In the process, the revolution subtly transformed the kinds of work to which talented young people aspire, contributing to the decline of entrepreneurship and the rise of professionalism. They conclude that mass higher education, for all its advantages, has had no measurable effect on the rate of social mobility or the degree of equality in American society.
Jencks and Riesman are not nostalgic; their description of the nineteenth-century liberal arts colleges is corrosively critical. They maintain that American students know more than ever before, that their teachers are more competent and stimulating than in earlier times, and that the American system of higher education has brought the American people to an unprecedented level of academic competence. But while they regard the academic revolution as having been an historically necessary and progressive step, they argue that, like all revolutions, it can devour its children. For Jencks and Riesman, academic professionalism is an advance over amateur gentility, but they warn of its dangers and limitations: the elitism and arrogance implicit in meritocracy, the myopia that derives from a strictly academic view of human experience and understanding, the complacency that comes from making technical competence an end rather than a means.
The Academic Revolution
609
The Academic Revolution
609Paperback(New Edition)
Product Details
| ISBN-13: | 9780765801159 |
|---|---|
| Publisher: | Transaction Publishers |
| Publication date: | 11/30/2001 |
| Series: | Higher Education Series |
| Edition description: | New Edition |
| Pages: | 609 |
| Product dimensions: | 6.00(w) x 9.00(h) x (d) |