Teaching the History of American Higher Education

24 TEACHING THE HISTORY OF AMERICAN HIGHER EDUCATION Charles M. Stanton Saint Louis University Although one likes to assume that the historical study of any institu­ tion, in this case colleges and universities, needs no special rationale be­ yond the usual ones given for historical study— namely understanding the past and respecting cultural tradition— I have discovered that most students in my course entitled "Foundations of American Higher Education" expect a more practical explanation. Professionally, they aspire to or already hold admi­ nistrative positions and take a pragmatic approach to their academic program. They see little need to devote much time learning facts which will not prove immediately useful in their professional roles. To draw their interest, I announce immediately that the format of the course will provide them an op­ portunity to practice expressing their ideas orally, in a fashion common to the academy. In addition to mentioning those attributes of historical study as outlined by Daniel Bell in The Reforming of General Education (1968, p. 173), I offer the following reasons to them: 1. The practical problems of higher education today come from the past. Without an understanding of the evolution of higher educational in­ stitutions, we simply cannot resolve present problems and prepare ourselves for future ones. Academic freedom, tenure, collective bargaining, career education and a liberal education all have defi­ nition in past experience. Precedents that we now debate, and which some of us try to change in higher education, have a tenacity that comes from a long tradition of acceptance in the academic community. 2. Colleges and universities develop a momentum and tend to continue in well-worn paths for long periods of time. Many present "fads" in higher education have recurred cyclically in higher educational in­ stitutions since the time of the Greeks. An understanding of the rationale and force behind these movements adds greatly to the know­ ledge base of administrators who must make decisions regarding them. For instance, a "university without walls" could aptly describe the studium generale of 13th century Paris and, most certainly, the in­ formally structured education offered by the Sophists in 5th century B.C. Athens. 3. Academics use historical information and precedent as a weapon in arguments and as a rationale in policy decisions. To combat erro­ neous interpretations and conclusions from the past, an administrator must know historical fact and the context in which it took place. For example, the content of liberal education which some argue has remained basically the same since the time of Plato simply is not true. It has meant very different things at various times in the history of western culture. 4. Historical analysis humanizes the study of institutions. Indivi­ duals have made great contributions to colleges and universities. Leaders of American higher education, especially those of the 19th century, succeeded or failed to bring about change, with dramatic consequences in the development of our .present colleges and univer­ sities . The purposes of the course, as outlined to students, are basically these: First, to present the evolution of higher education— its structures, functions, values and curriculum. Second, to examine the growth of know­ ledge-how it has expanded and deepened over some three thousand years in our attempt to understand human nature and the universe. Third, to discuss how all of these factors influence and define the present status of higher educa­ tion. Fourth, to assist us in seeking alternatives and solutions to present problems and issues of colleges and universities. Fifth, to offer an 25 appreciation for our cultural roots and the great debt we owe individuals of the past upon whom we have built our own structures and value systems. I would argue that the instructor in introductory courses on the history or foundations of higher education ought to be familiar with the present sta­ tus of those institutions— their current issues, trends and crises. He or she should be able to relate events and trends from the past to the situa­ tions as we find them now and continually offer parallels and analogies to current situations. Dealing with the history of higher educational institu­ tions in isolation and as an academic exercise does little to meet the needs...