The Sacred and the Secular University

By Jon H. Roberts; James Turner | Go to book overview

INDEX
Adams, Charles Francis, 45
Adams, Charles Kendall, 160n.31
Adams, Henry, 45, 55
Adams, Henry Carter, 57
Adams, Herbert Baxter, 45
administration of higher education: ascendancy of science with, 64–71; incidence of clergy among, 23–24, 133n.40; perspective on higher education history from, 19–20
Aeneid,80
Agassiz, Louis, 23, 28
Agricultural College of Pennsylvania, 78. See also Pennsylvania State College
Alexander, Archibald, 25
Alexander, James (Rev.), 77
American Social Science Association, 141n.4
Amherst College, 23
Ancient Greece,159n.26
Andover Theological Seminary, 32
Angell, James B., 62, 65–66, 108, 117
anthropology: curriculum development in, 52
Apple, Thomas, 100
applied science: cultivation of, 37–38, 84, 137n.51
Arnold, Matthew, 109
art history, curriculum development in, 78–79
arts and sciences universities: emergence of, 12–15
arts curriculum in American colleges, 7880, 158n.22
Aryanism, 169n.24
Atwater, Lyman, 113–14
Austin College, 78, 121, 161n.34, 165n.29, 175n.42
Baconianism, 27, 37, 75, 128n.25
Baldwin, James Mark, 52
Barnard, Frederick A. P., 21
“belles lettres”: rhetoric curriculum as, 77, 156n.17
Bible: science as departure from, 25–27, 127n.18
biblical studies, 13, 92–93, 98, 111, 161n.1, 165n.29
Bildung, cultural paradigms in U.S. and, 167n.14, 168n.16
Bildungsidee,156n.10
biology: social science curriculum modeled on, 45–46
Bowdoin Theological Seminary, 32
Bozeman, Theodore Dwight, 23–24
Burgess, John W., 46, 51, 70
canons in American colleges: civilization ideal and, 104–6, 170n.29
Carleton College, 78–79, 100, 105, 116, 160n.29, 165n.29, 168n.19
Cashdollar, Charles, 131n.30
Catholic college administrators: secularization and, 174n.34
causal relations: social science theory and, 53–54
certainty: science linked to, 38–39, 138n.53
Chamberlin, Thomas, 36, 64, 71
character development: as goal of higher education, 20–21, 27, 113–14
Child, Francis, 86, 163n.13
Chittenden, R. H., 39
Christianity: cultural impact of, in higher education, 19–43, 69–71, 107–22; emergence of specialization and, 88–93, 165n.29; psychology and, 52; science as distinct from, 31–32, 63–71, 150nn.8–9; secularization of higher education and, 109–22; social sciences and, 38, 54, 57–58, 147n.36
civilization ideal, 102–6, 169n.23
Civil War: influence of, on history curriculum, 79
classics in higher education: decline of, 80, 160n.34; emergence of, 75–76, 80–81, 154n.2, 155n.6, 156n.12; literature curriculum and, 76–80, 156n.12; paradigms of knowledge and, 102–6; specialization in scholarship and decline of, 84–93; civilization ideal and, 103–6
College of New Jersey, 23. See also Princeton University
collegiate tradition: vs. research university ideal, 7

-177-

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The Sacred and the Secular University
Table of contents

Table of contents

  • Title Page *
  • Contents *
  • Foreword ix
  • Acknowledgments xiii
  • The Sacred and the Secular University *
  • Introduction 3
  • Part One - The Sciences 17
  • Chapter One - Religion, Science, and Higher Education 19
  • Chapter Two - The Emergence of the Human Sciences 43
  • Chapter Three - Knowledge and Inquiry in the Ascendant 61
  • Part Two - The Humanities 73
  • Chapter Four - The Triumph of the Humanities 75
  • Chapter Five - The Boon and Bane of Specialization 83
  • Chapter Six - Two Ideals of Knowledge 95
  • Chapter Seven - For and against Secularization 107
  • Notes 123
  • Index 177
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