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Originally compiled and published in 1979, this volume contains six
plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old
Maid; The Citizen; No One's Enemy but His Own; Three Weeks After
Marriage.
Originally compiled and published in 1979, this volume contains six
plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old
Maid; The Citizen; No One's Enemy but His Own; Three Weeks After
Marriage.
The twenty million students now pursuing higher education in
America are paying more than history, culture and the consumer
price index can possibly justify, while the product they are
purchasing is one that has become systematically debased. General
education has been depreciated, core curricula eroded, expectations
(at all levels) reduced. Slightly above half of the
currently-enrolled students are graduating and only half of those
are finding employment commensurate with what was once understood
to be an authentic college education. Many are saddled with
crippling debt, a particularly cruel reality for those who are
unemployed or underemployed and unable to remove their debts via
bankruptcy. Commentators now refer to the college campus as a
country club or a daycare facility, one that is populated by a host
of counselors, tutors and hand-holders who serve an often
unprepared or underprepared student body. Remedial courses are
commonplace, even with the systematic reduction of expectations.
Among competing nations, international tests place our 15 year-olds
no higher than 19th in three critical categories. Many now speak of
"K-16 education" as our colleges replicate the atmosphere and
behaviors of our grammar and high schools. How did we reach this
point? How did the erosion of faculty and curricular authority
occur within our institutions of higher learning? What roles were
played by the radical students of the 1960s? How did our colleges
of education contribute to the problem? How did corporatist
administrators replace academic leaders and leverage ideologies to
extend bureaucracy, attract and secure tuition dollars at any
intellectual cost and create self-serving career paths for
individuals running across the cracking ice of ineptitude and a
lack of personal commitment? Most important, how can we reverse
this process, recapture the relevant strengths of past practices,
escape the gray vocationalism we now encounter at every turn and
return to principles and standards that can legitimately be termed
authentic? How can we save the previously-marginalized students who
suffer the most within the current system? These are the questions
posed by this book.
Theories of human development characteristically include a series
of stages through which individuals are expected to pass if they
are to achieve wholeness and happiness. Whether explicitly or not,
such theories privilege "normalcy." Heroes, on the other hand, are
commonly wounded individuals whose developmental "disabilities" are
ultimately the source of their personal success and heroism. The
Wounds that Heal examines developmental theory in the light of the
heroic narrative and argues that such theory should be adjusted to
accommodate the experience of those who are, in many ways, our
principal role models. Four individuals are examined in depth: Jane
Austen, T. E. Lawrence, Winston Churchill, and George S. Patton,
Jr. The study draws on the experience of a host of other
individuals, both historic and fictional, and includes materials
designed to aid readers in defining their own views of the heroic
as well as to become heroes or heroines in their own lives.
Accidental Soldier depicts Richard B. Schwartz's military
experiences, first as an ROTC cadet at the University of Notre Dame
and finally as an Army veteran teaching in Madison, Wisconsin. In
1959, Vietnam was little more than a word on a map; within ten
years, Americans saw the Tet Offensive and their campuses in
flames. Schwartz was at the ground zeroes of that time, teaching at
the United States Military Academy from 1967-69 and then going to
the University of Wisconsin, Madison, just after the Dow riots and
before the bombing of Sterling Hall. The central portion of the
book focuses upon Schwartz's experience at West Point, its cadets,
officer corps and system of education. A sequel to his
award-winning memoir, The Biggest City in America, Accidental
Soldier reflects upon his military and academic experience through
the perspective of an over forty-year teaching career, twenty-nine
of which were spent as a dean at Wisconsin, Georgetown and the
University of Missouri, Columbia.
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