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The inauguration of Robert Maynard Hutchins as the fifth President of the University of Chicago in 1929 coincided with a drastically changed social and economic climate throughout the world. And Hutchins himself opened an era of tumultuous reform and debate within the University. In the midst of the changes Hutchins started and the intense feelings they stirred, William H. McNeill arrived at the University to pursue his education. In Hutchins' University he tells what it was like to come of age as a undergraduate in those heady times. Hutchins' scathing opposition to the departmentalization of learning and his resounding call for reforms in general education sparked controversy and fueled debate on campus and off. It became a struggle for the heart and soul of higher education—and McNeill, as a student and then as an instructor, was a participant. His account of the university's history is laced with personal reminiscences, encounters with influential fellow scholars such as Richard McKeon, R. S. Crane, and David Daiches, and details drawn from Hutchins' papers and other archives. McNeill sketches the interplay of personalities with changing circumstances of the Depression, war, and postwar eras. But his central concern is with the institutional life of the University, showing how student behavior, staff and faculty activity and even the Hyde Park neighborhood all revolved around the charismatic figure of Robert Maynard Hutchins—shaped by him and in reaction against him. Successive transformations of the College, and the tribulations of the ideal of general or liberal education are central to much of the story; but the memoir also explores how the University was affected by such events as Red scares, the remarkably successful Round Table radio broadcasts, the abolition of big time football, and the inauguration of the nuclear age under the west stands of Stagg Field in 1942. In short, Hutchins' University sketches an extraordinarily vibrant period for the University of Chicago and for American higher education. It will revive old controversies among veterans from those times, and may provoke others to reflect anew about the proper role of higher education in American society.
"Mayer's memoir is by far the most exciting Hutchins book ever. His style, wit, and passion--and his insight--put it into a class by itself."--Studs Terkel "Mayer's memoir is by far the most exciting Hutchins book ever. His style, wit, and passion--and his insight--put it into a class by itself."--Studs Terkel
For this first case study of college football by a social historian, Lester has brought life to the story of a university football program that had an unusual beginning, a glorious middle, and a unique and inglorious conclusion. The nation's first tenured coach and the most creative and entrepreneurial of all college coaches from the 1890s to the 1920s, Amos Alonzo Stagg headed a program marked by creation of the lettermans club and by the dominant use of the forward pass, of jersey numbers, and of the collegiate modern T formation. Stagg, who had been an all-American football player at Yale University, joined the company of nine former college or seminary presidents and academic notables including John Dewey, Thorstein Veblen, and Albert Michelson when he was named associate professor of physical culture and coach of the football team at the University of Chicago in 1892. Within fifteen years the charismatic Stagg had developed a program so powerful that more Americans knew of it than of the physics experiments of Michelson, who in 1907 became the first U.S. citizen to win the Nobel Prize. The logical commercial trail established by Stagg and University President William Rainey Harper helped change football into a mass entertainment industry on American campuses. This fascinating look at the birth of bigtime college sport shows how today s gridiron glory and scandal were prefigured in Chicago s football industry of the early twentieth century, presided over by the brilliant, combative, saintly, but very human Amos Alonzo Stagg.
An extraordinary debut novel that “hits that sweet spot where humor and melancholy comfortably coexist” (Entertainment Weekly) Before his brief marriage imploded, Neill Bassett took a job feeding data into what could be the world’s first sentient computer. Only his attempt to give it language—through the journals his father left behind after committing suicide—has unexpected consequences. Amidst this turmoil, Neill meets Rachel, a naïve young woman escaping a troubled past, and finds himself unexpectedly drawn to her and the possibilities she holds. But as everything he thought about the past becomes uncertain, every move forward feels impossible.
As president of the University of Chicago from 1929 to 1951, Robert Maynard Hutchins came to be one of the most prominent and controversial figures in American higher education. To this day, his vision of what the university should be has given shape to twentieth-century debates over the content and function of education in the United States. In her critical biography, the first to focus on Hutchins' University of Chicago decades, Mary Ann Dzuback gives a full and fascinating account of this complex man—his development, his achievements and failures, and finally, his legacy.
Edwin Hutchins combines his background as an anthropologist and an open ocean racing sailor and navigator in this account of how anthropological methods can be combined with cognitive theory to produce a new reading of cognitive science. His theoretical insights are grounded in an extended analysis of ship navigation—its computational basis, its historical roots, its social organization, and the details of its implementation in actual practice aboard large ships. The result is an unusual interdisciplinary approach to cognition in culturally constituted activities outside the laboratory—"in the wild." Hutchins examines a set of phenomena that have fallen in the cracks between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition. The standard view is that culture affects the cognition of individuals. Hutchins argues instead that cultural activity systems have cognitive properties of their own that are different from the cognitive properties of the individuals who participate in them. Each action for bringing a large naval vessel into port, for example, is informed by culture: the navigation team can be seen as a cognitive and computational system. Introducing Navy life and work on the bridge, Hutchins makes a clear distinction between the cognitive properties of an individual and the cognitive properties of a system. In striking contrast to the usual laboratory tasks of research in cognitive science, he applies the principal metaphor of cognitive science—cognition as computation (adopting David Marr's paradigm)—to the navigation task. After comparing modern Western navigation with the method practiced in Micronesia, Hutchins explores the computational and cognitive properties of systems that are larger than an individual. He then turns to an analysis of learning or change in the organization of cognitive systems at several scales. Hutchins's conclusion illustrates the costs of ignoring the cultural nature of cognition, pointing to the ways in which contemporary cognitive science can be transformed by new meanings and interpretations. A Bradford Book
This bookpresents the issues, controversies, and key players that formed and enabled the American college and university to endure as a critical institution of the nation and society. Nelson examines contested issues and concerns in the academy such as the role and position of religion; the place and value of the liberal arts; the threat of disunity and balkanization; the ideological contentions and fights for control; the effect of politics and ideologies on its future as an institution; its role as a critic and servant of society; and its promotion of academic freedom, free speech, and liberty. This overview, combined with Nelson’s examination of the historical dramas, influential political forces, and stories of key personalities, provides a nuanced understanding of the evolution of the academy that scholars of Education, American History, and Philosophy will appreciate.