Politically correct hiring Will Destroy higher education

Aaron Wildavsky, a founder and president of the California Association of Scholars, died on September 4, at the much too early age of 63. Professor Wildavsky's life exemplified a total commitment to the university, and his achievements were prodigious. He authored or edited, alone or with colleagues, some three dozen books, and he wrote hundreds of articles. In the thirty years he spent at Berkeley, he was at various times chairman of the Department of Political Science and founding Dean of the Graduate School of Public Policy. He also found time to serve as president of the American Political Science Association and the Policy Studies Association, and to be active in myriad other organizations. When Yale, where he had earned his doctorate in 1959, earlier this year made him an honorary Doctor of Social Science, it stated, “You have improved every institution with which you have been associated.” Aaron Wildavsky was profoundly concerned about the future of the university, the institution that he loved so much and served so well. At the Fourth National Conference of the NAS, held in San Francisco this past April, he expressed his fears about the effect of politically correct faculty hiring practices on the long-range future of education. Academic Questions here reproduces his remarks in the hope—one that, in fact, he shared—that for once his predictions will be proved wrong. Aaron Wildavsky was Class of 1940 Professor of Political Science and Public Policy, University of California at Berkeley.     

The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education

For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St. Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice‐president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brown University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.     

Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning (TFL)—developed to meet this need. Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison; and his research focus is on college and university curricula with particular emphases on program quality, liberal education, and teaching and learning. Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education. Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison.     

“当得不像校长了,就当好了”——张楚廷日常生活中校长形象的呈现、实质与启示

张楚廷在日常生活中所呈现的校长形象,可以归纳为五个词:“土气”、简朴、谦卑、幽默和“蛀书虫”。这与人们预设的大学校长形象相距甚远。张楚廷不像校长的校长形象,实质上确认了校长的两个重要特征:一是“交长是人”;二是“交长不是官”。张楚廷的启示在于,大学校长的人格魅力对于隐性管理的实现具有不可或缺的作用;张楚廷的珍贵在于,他在学校管理中真正践行着自己的道德自觉。     

哈珀校长的办学理念和教育实践

哈珀校长是美国芝加哥大学的首任校长,他博学智慧,富有创造力和管理才能。在担任芝加哥大学校长的15年中,哈珀励精图治,大胆创新,使芝加哥大学在短时间内跃居美国一流的大学之列。哈珀校长的大学自治和学术自由理念贯穿在整个大学建立、发展和完善的过程之中。在大学成立之初,他就制定了严密的哈珀计划,并以此为纲领逐步实践对芝加哥大学的改造。哈珀校长的教育理念对当今大学校长的治校实践具有一定的启示作用。     

Some family matters that affect young children

I recall a teacher who helped an apprehensive boy become adjusted to his classroom without his mother. His teacher enumerated the various body parts that he had brought to school that day—“his arms, legs, eyes, ears” and so on. He watched with anticipation for a while, then looked up wearily at her and said, “I know I'm all here. Butwhy am I here?”     

Radicals reflect: The first twenty years of the caucus for a new political science

B. Nelson Ong is Assistant Professor Political Science at the College of New Rochelle, New Rochelle, NY 10805. He is also the Secretary of the National Association of Scholars.     

美国大学校长职业发展的困惑、对策及启示

20世纪80年代以来,无论从外部环境还是内部结构,美国大学都发生了巨大的变化,相应地给大学校长职业发展带来了前所未有的挑战。从美国大学校长作用的对象:发展理念、学科专业、多元生源、新兴技术、社会公信等大学组织的变化;大学校长自身职业发展的困惑:遴选机制、多重角色、个人自由、职业风险;大学校长应对职业发展的策略:入职的准备、工作的策略、卸任的智慧三方面展开论述,提出了对当下中国大学校长的职业发展启示:能够在任职前有充足的心理准备,任期中能够协调平衡各方利益,卸任时能够有充足的智慧。     

蔡元培教师聘任思想对高校教师聘任制的启示

蔡元培在北京大学任职期间,遵循"学诣"第一的聘任原则,"广延积学与热心的教员",使北大一跃成为国内一流高等学府。本文借鉴蔡元培教师聘任思想,以期为高校管理者进一步推进教师聘任制改革提供些许借鉴和启示。     

公立研究型大学的战略规划与变革管理——杜德斯达特高等教育改革发展的实践

密西根大学是美国公立大学的旗舰,享有公立大学之母的美誉。杜德斯达特在1988-1996年担任密西根大学校长之际,以战略规划和变革管理为突破口,将密西根大学成功转变为一所公立私助、文化多元、技术先进的新型院校——21世纪的大学。本文对杜德斯达特高等教育改革发展的实践进行了考察,认为以战略规划和变革管理推动研究型大学的跨世纪转型的经验值得借鉴,对我国一流大学建设也有一定的启示。     

梅贻琦先生的性格

民国著名校长梅贻琦先生的丰功伟绩有目共睹,其个性却鲜为人知。梅先生日记及其亲友的忆文给我们讲述了一个中西合璧的真君子,一个刚毅坚卓的大学校长,一个亦慈亦爱亦民主的父亲和丈夫,一个＂作育多士＂教育家的人性光辉和博大情怀。     

范海斯"为社会服务"的大学理念简论

美国著名高等教育家、前威斯康星大学校长范海斯在担任校长的14年中,提出了"为社会服务"的大学理念.他强调大学是一个为社会服务的机构,主张大学通过提供专家服务和广泛传播知识两种方式来为社会服务.     

大学学术副校长的角色和特征——以香港科技大学为例

文章以香港科技大学（HKUST）为例探讨了大学学术副校长的角色和特征。总的来说,大学学术副校长演绎着校长的协助者、学术领导者、院长的合作者及教师的服务者等角色,并在教育背景、职业经历和学术成就等方面呈现出鲜明的特征。     

Politics in fiction and film: An interdisciplinary approach to an abstract topic

Politics is a difficult idea to relate to students. In a team-taught course that uses political novels and films, the concept of politics becomes more understandable to the students. Three different instructors representing Political Science, English and Film bring expertise to the course that is usually not possible when a single instructor tries to incorporate separate disciplines into one course. Although some administrative and departmental problems may prevent this type of course from achieving wide popularity on college campuses, it has proven to be successful with students as well as with the instructors who teach it.Michael George Krukones is a professor in the Department of Political Science at Bellarmine College in Louisville, Kentucky. He is the author ofPromises and Performance: Presidential Campaigns as Policy Predictors (University Press of America, 1984).     

杨振声与国立青岛大学——纪念杨振声逝世5O周年

杨振声是国立青岛大学的惟一一任校长，也是国立山东大学的奠基人。作为我国现代著名教育家，杨振声打破门户广揽名家的办学方针，严格整肃不由任便的治校原则，撙节支出添增图书、实验设施的经营政策，为青岛大学的历史涂上了一笔重彩，创造了青岛高等教育发展的不凡业绩。杨振声清正廉洁、平等待人、长于肆应的人格魅力，折射出大学校长的伟岸风范。     

张人骏其人及其对新政的态度

清末新政时期,张人骏一直出任地方督抚大臣。张人骏对于新政的态度颇为复杂,尽管内心并不赞成,但因职责所在而实际上又不得不推行。尽管如此,张人骏在各处所办新政也并不纯属表面文章。事实上,无论是办学堂,派留学,练新军,还是筹办宪政,张人骏在各省督抚任上均按部就班进行。山东、河南、山西、广东与江苏宁属地区的新政,实际上并未因张人骏担任督抚而受阻。推行新政的地方督抚情形非常复杂,可见清末新政改革的艰难历程。     

JohnMcCarthy — Father of artificial intelligence

In this article we summarise the contributions of John McCarthy to Computer Science. Among his contributions are: suggesting that the best method of using computers is in an interactive mode, a mode in which computers become partners of users enabling them to solve problems. This logically led to the idea of time sharing of large computers by many users and computing becoming a utility — much like a power utility. The major contributions for which he is known is coining the term Artificial Intelligence to describe computer programs which seemingly exhibit intelligence, that is, computers perform tasks which when performed by humans require them to be intelligent. He was a life-long believer in using mathematical logic to describe knowledge, including commonsense knowledge, which led to the development of the subject of knowledge representation. He invented LISP (a programming language which has lived for over fifty years) to solve problems in Artificial Intelligence. Besides his technical contributions he was a great teacher and was instrumental in creating two famous schools in Artificial Intelligence: one at MIT and the other at Stanford.     

杨振声与国立青岛大学——纪念杨振声逝世50周年

杨振声是国立青岛大学的惟一一任校长,也是国立山东大学的奠基人。作为我国现代著名教育家,杨振声打破门户广揽名家的办学方针,严格整肃不由任便的治校原则,撙节支出添增图书、实验设施的经营政策,为青岛大学的历史涂上了一笔重彩,创造了青岛高等教育发展的不凡业绩。杨振声清正廉洁、平等待人、长于肆应的人格魅力,折射出大学校长的伟岸风范。     

中美大学校长教育背景的比较研究

大学的校长对一所大学的发展起着很大的作用，而校长个人包括其就读学校、所学学科专业等在内的教育背景及其多元化程度与他的办学思想和能力又有很大程度的关联。本文比较了中美20所排名靠前的大学校长的教育背景，并对进一步加强我国大学校长队伍的建设提出了一点建议。     

竺可桢与浙江大学——从竺可桢的人格魅力看浙江大学的崛起

一个好校长就是一所好学校。这句话在教育界已基本达成共识。竺可桢在浙江大学担任校长历时13年(1936—1949),在这13年中,竺可桢通过艰苦卓绝地经营学校、不拘一格地网罗人才、以身示范地树立校训、廉洁自律地匡正校风、唯是以从地精研学术,终于把浙江大学从一所地方性的大学变成了当时国内四所著名的大学之一(北大、清华、南开、浙大),并获得“东方剑桥”的美誉。浙江大学之所以在当时能跻身于全国著名大学行列,是因为她拥有竺可桢这样一位好校长。