scholarly journals Campbell and the Colleges

1973 ◽  
Author(s):  
Perry Epler Gresham
Keyword(s):  
Higher Education ◽  
Philosophy Of Education ◽  
Institutions Of Higher Education ◽  
Disciples Of Christ ◽  
Alexander Campbell ◽  
Bethany College

Based on the Reed Lectures from 1971, Gresham, the twelfth president of Bethany College, explores how the school's founder Alexander Campbell articulated his philosophy of education. He then, demonstrates how leaders affiliated with Disciples of Christ went on to found other institutions of higher education. This study shows the variety of entrepreneurial institutions begun within the Stone-Campbell tradition and the challenges of survival that schools faced even in the early 1970s. Chapters include: ▪ Campbell on Education ▪ Campbell's Bethany ▪ Subsequent Colleges and the Campbell Heritage ▪

Book Review: Democratic Education in an Age of Difference: Redefining Citizenship in Higher Education

NASPA Journal ◽  
1999 ◽  
Vol 36 (2) ◽  
Author(s):  
Jillian Kinzie
Keyword(s):  
Higher Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
Cultural Pluralism ◽  
Institutions Of Higher Education ◽  
Educational Value

The influence of John Dewey's philosophy of education - most notably, emphasizing the educational value of experience and service, situating learning in community, and promoting a faith in cultural pluralism - is evident in recent calls for institutions of higher education to strengthen to the larger community and to promote multiculturalism (Gamson, 1997).

The Demand for Doctorally Prepared Public Health Personnel in Institutions of Higher Education

1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Health Personnel ◽  
Institutions Of Higher Education

The Apocalyptic Origins of Churches of Christ and the Triumph of Modernism

1992 ◽  
Vol 2 (2) ◽  
pp. 181-214
Author(s):  
Richard T. Hughes
Keyword(s):  
Nineteenth Century ◽  
Churches Of Christ ◽  
Disciples Of Christ ◽  
Early Nineteenth Century ◽  
Alexander Campbell

The origins of the American-born Churches of Christ are exceedingly complex. While most historians have argued that Churches of Christ separated from Alexander Campbell's Disciples of Christ late in the nineteenth Century, this essay will suggest that the genesis of Churches of Christ was not a matter of Separation from the Disciples at all. Rather, Churches of Christ grew from two early nineteenth-century worldviews that coalesced and intertwined with one another in ways that often defy disentanglement. The first was the apocalyptic perspective of Barton W. Stone; the second was the radically sectarian mentality of the young and brash Alexander Campbell of the Christian Baptist period (1823-1830). As early as the 1830's, these two perspectives wed, brought together in part by the matchmaking power of poverty, marginality, and social estrangement. Together, they clearly shaped a portion of the Stone-Campbell movement that, in due time, would come to be known as a denomination separate from the Disciples; namely, the Churches of Christ.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Influence of the characteristics of competences on the employability of graduates of Higher Education Institutions

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Miguel Cueva Zavala
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Public Sector ◽  
Human Resources ◽  
Human Resource ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Institutions Of Higher Education ◽  
Contemporary World ◽  
Active Population

This research has a singular and notable importance, because if something should concern a Higher Education Institution, it is knowing what is the destiny within society of the human resource trained in its classrooms, that product that the institution delivers to the community who are its graduates and professionals. For the Institutions of Higher Education it is satisfactory on the part of employers, that the training received in the Institution of Higher Education is indicated, that the majority of graduates and professionals are incorporated into the occupational market; that is to say; some exercise their profession and others do it in occupations that do not correspond to their profession, which is justified, being aware that one of the great problems of the contemporary world is undoubtedly the lack of demand for human resources for stable work, which according to Authorized and reliable studies of every 10 people who join the economically active population, only 3 have real possibilities of fully joining the labor market, either in the private or public sector.

1. Controversial Speakers, Moral Disagreements, and the Middlebury Moment

2019 ◽  
Vol 1 (2) ◽  
pp. 1-27
Author(s):  
Ashley Floyd Kuntz
Keyword(s):  
Higher Education ◽  
Free Speech ◽  
Moral Epistemology ◽  
Democratic Society ◽  
College Campuses ◽  
Institutions Of Higher Education ◽  
Student Protests ◽  
Free Inquiry ◽  
The Right

Abstract Student protests have developed on campuses throughout the country in response to controversial speakers. Overwhelmingly, these protests have been framed as conflicts over the right to free speech and the importance of free inquiry on college campuses. This essay reframes conflicts like these as moral disagreements over the role of individuals and institutions in producing and disseminating knowledge that supports or undermines justice within a pluralistic, democratic society. Using the specific case of Charles Murray’s visit to Middlebury College in spring 2017 and drawing insight from social moral epistemology, the essay aims to clarify the moral concerns at stake in clashes over controversial speakers and to identify possibilities to advance the moral aims of institutions of higher education in response to such events.

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