At a time when American higher education seems ever more to be reflecting on its purpose and potential, we are more inclined than ever to look to its history for context and inspiration. But that history only helps, Paul H. Mattingly argues, if it’s seen as something more than a linear progress through time. With American Academic Cultures, he offers a different type of history of American higher learning, showing how its current state is the product of different, varied generational cultures, each grounded in its own moment in time and driven by historically distinct values that generated specific problems and responses. Mattingly sketches out seven broad generational cultures: evangelical, Jeffersonian, republican/nondenominational, industrially driven, progressively pragmatic, internationally minded, and the current corporate model. What we see through his close analysis of each of these cultures in their historical moments is that the politics of higher education, both inside and outside institutions, are ultimately driven by the dominant culture of the time. By looking at the history of higher education in this new way, Mattingly opens our eyes to our own moment, and the part its culture plays in generating its politics and promise.
Professor Paul H. Mattingly's The Classless Profession: American Schoolmen of the Nineteenth Century is unquestionably a major contribution to the history of American education. It rests on a thorough command of the scholarship of the field and on a shrewd and original analysis of a great body of primary materials, many of which have not previously been carefully exploited." — Merle Curti, University of Wisconsin, Pulitzer Prize Winner "Mattingly's study should be read by everyone interested in the development of the public schools and of the teaching profession, and especially by those whose criticism of today's schools derives from a belief that things were much better in the 1870s than the 1970s." — Albert Shanker, United Federation of Teachers "Mattingly's book is superlative in its exploration of the distinctive cultural qualities of the teaching profession." — Joseph Kett, Review of American History "What remains solid and permanently useful. . .is his intellectual history of early leaders - the best such study to date." — David Tyack, Journal of American History Mattingly is at his best describing the variegated experiences of early teachers as they sought to transform teaching from a haphazard, seasonal occupation to a developing profession. He explores the dynamics of career choice for teachers with subtlety and insight." — Julia C. Wrigley, American Education Research Journal The Classless Profession traces the history of the special pride teachers took in the depoliticized image of their work. This image of a classless profession, one which preferred no class ideology not advanced any social group over another, necessitated costs which teachers then and since have often ignored. In an effort to describe the process of constructing this profession - its images, behavioral routines and institutional structures - this study also assesses the historical forces which actually have favored certain social groups and certain educational ideologies over others. This eye-opening work is unique in that it features interdisciplinary methodology which draws on sociological, demographical, and historical methodologies and delineates career-line analyses of several generations of schoolmen. It should prove vital reading to all those involved in the profession as well as the process of education - i.e. teachers, sociologists, social and educational historians, school planners and educational policy-makers, unionists and administrators alike.
The J. Paul Getty Museum Journal 10 is a compendium of articles and notes pertaining to the Museum's permanent collections of antiquities, paintings, and sculpture and works of art. This volume includes an Editorial Statement by the Journal’s editors: Burton B. Fredericksen, Curator of Paintings, Jiří Frel, Curator of Antiquities, and Gillian Wilson, Curator of Decorative Arts. Conservation problems will be discussed along with the articles written by Laurie Rusco, Elisabeth Mention, Burton B. Fredericksen, John Fletcher, Thomas Kren, Gillian Wilson, Adrian Sassoon, Jiří Frel, Sheldon Nodelman, Jean-Paul Boucher, Mario A. Del Chiaro, Stéphanie Boucher, Jean-Louis Zimmermann, Patricia Tuttle, Anje Krug, Arthur Houghton, Marit Jentoft-Nilsen, René Hodot, Susan Treggiari, Emilio Rodríguez-Almeida, and Andrea Rothe.
At a time when American higher education seems ever more to be reflecting on its purpose and potential, we are more inclined than ever to look to its history for context and inspiration. But that history only helps, Paul H. Mattingly argues, if it’s seen as something more than a linear progress through time. With American Academic Cultures, he offers a different type of history of American higher learning, showing how its current state is the product of different, varied generational cultures, each grounded in its own moment in time and driven by historically distinct values that generated specific problems and responses. Mattingly sketches out seven broad generational cultures: evangelical, Jeffersonian, republican/nondenominational, industrially driven, progressively pragmatic, internationally minded, and the current corporate model. What we see through his close analysis of each of these cultures in their historical moments is that the politics of higher education, both inside and outside institutions, are ultimately driven by the dominant culture of the time. By looking at the history of higher education in this new way, Mattingly opens our eyes to our own moment, and the part its culture plays in generating its politics and promise.
The nautical dimension of prehistory has not so far received the attention it deserves. It is also too often assumed that early man was land bound, yet this is demonstrably not the case. Recent research has shown that man travelled and tracked over greater distances and at a much earlier date than has previously been thought possible. Some of these facts can be explained only by man's mastery of water transport from earliest times. This book, by an acknowledged expert on prehistoric sea-craft, examines these problems looking at the new archaeological information in the light of the author's nautical knowledge. The result is a detailed account of man's use of inland and ocean-going craft from earliest times until the dawn of recorded history. All forms of evidence are critically assessed, from the vessels of Ancient Egypt to the Chinese junk, to present of comprehensive picture of the vessels men have built through the ages, and of the variety of ways in which they have been used.
Certificate of Commendation from the American Association for State and Local History Most Americans today live in the suburbs. Yet suburban voices remain largely unheard in sociological and cultural studies of these same communities. In Suburban Landscapes: Culture and Politics in a New York Metropolitan Community, Paul Mattingly provides a new model for understanding suburban development through his narrative history of Leonia, New Jersey, an early commuter suburb of New York City. Although Leonia is a relatively small suburb, a study of this kind has national significance because most of America's suburbs began as rural communities, with histories that predated the arrival of commuters and real estate developers. Examining the dynamics of community cultural formation, Mattingly contests the prevailing urban and suburban dichotomy. In doing so, he offers a respite from journalistic cliches and scholarly bias about the American suburb, providing instead an insightful, nuanced look at the integrative history of a region. Mattingly examines Leonia's politics and culture through three eras of growth and change (1859-94, 1894-1920, and 1920-60). A major part of Leonia's history, Mattingly reveals, was its role as an attractive community for artists and writers, many contributors to national magazines, who created a 'suburban' aesthetic. The work done by generations of Leonias' artists provides an important vantage and a wonderful set of tools for exploring evolving notions of suburban culture and landscape, which have broad implications and applications. Oral histories, census records, and the extensive work of Leonia's many artists and writers come together to trace not only the community's socially diverse history, but to show how residents viewed the growth and transformation of Leonia as well.
An American Art Colony studies three generations of a New Jersey art colony, setting a new model for the analysis of artistic biography and broadening the social context of artistic production. Its contribution rests on the historical value of colony changes over time from informal gatherings to self-conscious purposeful assemblages.
The emergence of a sense of the past in Renaissance humanism gave rise to a new historical consciousness about the meaning of history and methods of historical enquiry. This book, originally published in 1986, provides an in-depth critical introduction to the historical thought of some of the most influential thinkers of Western culture, from Machiavelli’s reflections on history and power to the revolutionary intuitions of Giambattista Vico’s New Science of historical understanding, taking in Bodin, Montaigne, Bacon, Descartes, Hobbes, Locke, Newton, Leibniz and Bayle on the way.
Professor Paul H. Mattingly's The Classless Profession: American Schoolmen of the Nineteenth Century is unquestionably a major contribution to the history of American education. It rests on a thorough command of the scholarship of the field and on a shrewd and original analysis of a great body of primary materials, many of which have not previously been carefully exploited." — Merle Curti, University of Wisconsin, Pulitzer Prize Winner "Mattingly's study should be read by everyone interested in the development of the public schools and of the teaching profession, and especially by those whose criticism of today's schools derives from a belief that things were much better in the 1870s than the 1970s." — Albert Shanker, United Federation of Teachers "Mattingly's book is superlative in its exploration of the distinctive cultural qualities of the teaching profession." — Joseph Kett, Review of American History "What remains solid and permanently useful. . .is his intellectual history of early leaders - the best such study to date." — David Tyack, Journal of American History Mattingly is at his best describing the variegated experiences of early teachers as they sought to transform teaching from a haphazard, seasonal occupation to a developing profession. He explores the dynamics of career choice for teachers with subtlety and insight." — Julia C. Wrigley, American Education Research Journal The Classless Profession traces the history of the special pride teachers took in the depoliticized image of their work. This image of a classless profession, one which preferred no class ideology not advanced any social group over another, necessitated costs which teachers then and since have often ignored. In an effort to describe the process of constructing this profession - its images, behavioral routines and institutional structures - this study also assesses the historical forces which actually have favored certain social groups and certain educational ideologies over others. This eye-opening work is unique in that it features interdisciplinary methodology which draws on sociological, demographical, and historical methodologies and delineates career-line analyses of several generations of schoolmen. It should prove vital reading to all those involved in the profession as well as the process of education - i.e. teachers, sociologists, social and educational historians, school planners and educational policy-makers, unionists and administrators alike.
This first volume in the Occasional Papers on Antiquities subseries on ancient portraits presents a detailed examination and analysis by Sheldon Nodelman of a portrait of Brutus. Fleming Johansen reviews marble busts of Julius Caesar and, in a second article, discusses portraits of Caligula. Other contributions include Susan Wood’s analysis of third-century portraits of child emperors and Siri Sande’s essay on two Gallienic female portraits.
This text provides students with the information needed to properly assess childhood language disorders and decide appropriate treatments. The book covers language development from birth to adolescence.
They began to draw visible boundaries and commenced the complicated process of endowing their communities with the marks of ethnic and cultural distinction.
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