THE PRIVATE SCHOOL IN THE AMERICAN SCHEME OF EDUCATION

This article explores the possible contribution to Jewish education found in the resources of Judaica scholarship. It begins by exploring the complex and often uneasy connection between the world of the university and the world of education and then offers an alternative to this tension by suggesting ways that Jewish subject matter scholarship might both help expand Jewish educational research and improve the actual practice of education. Four models are offered as means of implementing these ideas. These models are explored through specific examples and analysis of the potential advantages and challenges embedded in each.     

AMERICAN RACISM: THE NULL CURRICULUM IN RELIGIOUS EDUCATION

Religious educators, in neglecting to account for race in their theories, have ignored the historical legacy of institutional racism. In fact, religious education has demonstrated an inadequate response to race and racism throughout its history. As evidenced by slavery and immigration history in the United States, race must be seen as a sociohistorical and legal construction. Its influence goes beyond the assimilationist ideology taught in early Methodist curricula. The article suggests that the Bible can be a rich multicultural curriculum resource because of its positive treatment of Africans.     

美国高等教育的十个时代

美国高等教育的十个时代是指从哈佛学院建立至今这段历史,其时代特征体现在三方面:大学课程、学生生活、大学结构。本文分析了美国高等教育每个时代或者说每三十年的变化特征,探求了美国高等教育发展的历史动态及其基本过程。     

THE PARADOX OF DEMOCRATIC EDUCATION: THE AMERICAN EXPERIENCE

This article begins by tracing the history of higher education in the United States from its origins in the Massachusetts Bay Colony in the seventeenth century in private, elite, church‐related institutions to the large‐scale mass higher education situation of today in which well over half the total enrollment is in public secular institutions. The author feels that the State and the Federal governments overly favoured the public sector during the period of massive expansion which began in the 1950's. More importantly, he is very much concerned about the decline in academic standards which set in once total enrollments exceeded 15% of the available college‐age cohorts. The process of decline continues, he argues, as public demand for equal access to higher education has led to equally strident demands for equal results. As results cannot in fact be made equal, given differences in the human condition, the solution to the dilemma has been the adulteration of certification which has as its result the undermining of an essential base of democracy, an educated citizenry.