This is a time of extraordinary flux in which the dominant patterns of ideas and the institutional structures of our society are undergoing major change.
Education is always an instrument of social values and social policy, so that understanding the social context is important in understanding education.
Fellowships for promising humanists, artists, sculptors, novelists, poets, dancers, or musicians may be the money that is best-spent by the Endowments.
Pervasive, uniform governmental control means a monolithic oneness, a sameness, an enslaving conformity that denies individuals the freedom to be different and that denies educational institutions the freedom to be truly liberal, that is, broad and varied.
But, on the Christian view, if it is not sanctity toward which we must move, on pain of our lives, then what is it?
I wish to share with you the experiences I encountered and the revelations I endured when as a Professor of English I crossed a faculty picket line
Public interest in education—possibly because most families have contacts with educational institutions—is focused on opportunity and performance.
Though we have been the beneficiaries of the greatest material prosperity in the world's history, Americans seem obsessed with a growing sense of failure.
In contemplating the situation in higher education today, one is hard put to find a phraseology of sufficient force to reflect the disarray that has come.
When one looks at the changes in education over the century in the United States, one is led to the conclusion that there are three major areas of thrust.