By James O. Freedman
In 1996 James Freedman released Idealism and Liberal schooling, which mentioned the beliefs that formed his existence as an highbrow, a legislation professor, and a faculty and collage president. during this new selection of essays, he convincingly explores his company trust undefined liberal schooling is the “surest software but devised for constructing these civilizing traits of brain and personality that allow males and ladies to steer enjoyable lives and to make major contributions to a democratic society.” Freedman concentrates at once upon the issues dealing with college presidents and all collage directors. A passionate and fantastically written argument for some great benefits of a liberal schooling, this e-book
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Additional info for Liberal Education and the Public Interest
We are saddened that others view them as self-centered, cynical, 33 defending higher education and complacent. Yet it is difﬁcult to deny completely the force of Dr. Langﬁtt’s argument. If his predictions have not yet proven true, it may only be because society’s continuing absorption with the state of health care has delayed the redirection of public focus to higher education. Perhaps it is in the nature of large institutions to be misunderstood. Perhaps it is in the nature of society to resent institutions that occupy such powerful positions in American life.
Rarely is the future merely a linear extension of the past; as J. ” The apparent stability of universities with respect to the four areas just cited surely tells only a very small part of the story, and that part may be misleading. The larger part is the powerful and dynamic portents of change currently at work, many tracing their origins to the watershed year of 1968, that suggest that the future of higher education is not likely to look very much like the past. As virtually every student of society now argues, we are in the midst 28 defending higher education of a vast Information Revolution driven by the explosive emergence of computers, data processing, artiﬁcial intelligence, the Internet, ecommerce, and other new technologies — a transformation that is moving society swiftly from an industrial to an information basis.
Peter F. Drucker wrote in 1999: “The Information Revolution is now at the point at which the Industrial Revolution was in the 1820s, about forty years after James Watt’s improved steam engine (ﬁrst installed in 1776) was ﬁrst applied, in 1785, to an industrial operation — the spinning of cotton. ” Given the acceleration of the Information Revolution, we can conﬁdently predict that it will simply not be good enough for universities in 2050 to look like universities in 2000. Universities that ignore the Information Revolution will, like Rip Van Winkle, wake up in 2050 to a brave new world they do not recognize.