Faculty Marginality and Radical Academic Ideology.

Autor/inn/en	Meier, Harold C.; Vaughan, Suzanne
Titel	Faculty Marginality and Radical Academic Ideology.
Quelle	(1977), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Collective Bargaining; College Faculty; Curriculum; Educational Philosophy; Equal Education; Faculty Promotion; Governance; Grading; Higher Education; School Surveys; Scientific Attitudes; State Universities; Teacher Attitudes; Teacher Militancy; Teaching Methods; Tenure; Unions + Suchen Sie Ihr Suchwort? Tarifverhandlung; Fakultät; Curricula; Lehrplan; Rahmenplan; Bildungsphilosophie; Erziehungsphilosophie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Staatliche Universität; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Amtszeit; Beschäftigungsdauer
Abstract	One of the outgrowths of the student counterculture of the late 1960's and 1970's was the emergence of a specifically educational counterculture that found a following among members of college and university faculties. As war and militarism declined as dominant issues provoking campus unrest, assaults on the structure of higher education sharpened. The experience of the University of New Mexico was typical: faculties became polarized between those defending traditional academic practices and standards and those taking an antiestablishment stand. Frequent and acrimonious debates occurred over grading practices, academic regulations, curriculum requirements, student participation in governance, and tenure and promotion policies, among others. An empirical study at the university undertook to specify factors or characteristics predicting faculty receptivity to antitraditional or radical educational values. Responses to a questionnaire were analyzed. Three themes were present in the questions, each counterposing two ideologies: (1) egalitarianism versus meritocracy; (2) science as the objective search for truth versus science as ideology; and (3) positivism versus personalism in pedagogical methods. Results are discussed as they relate to faculty militancy and unionization. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC