How are we to understand the nature and value of higher education's public purposes, mission, and work in a democratic society? How do-and how should-academic professionals contribute to and participate in civic life in their practices as scholars, scientists, and educators?
Democracy and Higher Educationaddresses these questions by combining an examination of several normative traditions of civic engagement in American higher education with the presentation and interpretation of a dozen oral history profiles of contemporary practitioners. In his analysis of these profiles, Scott Peters reveals and interprets a democratic-minded civic professionalism that includes and interweaves expert, social critic, responsive service, and proactive leadership roles.
Democracy and Higher Educationcontributes to a new line of research on the critically important task of strengthening and defending higher education's positive roles in and for a democratic society.
Democracy and Higher Educationcontributes to a new line of research on the critically important task of strengthening and defending higher education's positive roles in and for a democratic society.
Scott J. Peters is Associate Professor of education at Cornell University and the lead editor and author of Engaging Campus and Community: The Practice of Public Scholarship in the State and Land-Grant University System.
Contents
Chapter Sixteen. Lessons
Acknowledgments
Foreword
Introduction and Overview
PART 1. THE PUBLIC PURPOSES AND WORK QUESTION IN AMERICAN HIGHER EDUCATION
Chapter One. Answering the Public Purposes and Work Question
Chapter Two. Questioning the Answers
Chapter Three. Developing and Using Practitioner Profiles
PART 2. PRACTITIONER PROFILES
Chapter Four. Reaching Outside the CompartmentalSz
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