Framing questions for “Reform Meets the Sixties” readings for 10/18
I. Several of the texts assert that economics play a significant role in the success or failure of experimenting colleges. While some experimental campuses closed in times of economic downturns, others were spurred to innovation out of financial hardship. What do you understand the role of economic confidence or uncertainty to be? (Consider how this may play out for students, faculty, parents as well as institutions.)
II. Clearly a cultural moment like the Sixties plays a large role in students’ (and parents’) responsiveness to experimentation. What qualities of that cultural moment foster or deter innovation? How does this compare to the cultural moment we are currently in?
III. What are the pitfalls and/or advantages of the Communal-Expressive telic institutions?
IV. In The Perpetual Dream Grant and Reisman write, “And when [Microbiologist Robert Edgar, founding provost of Kresge College] consciously tried to open up and relate more directly to students, he found they were afraid of him. As he thought about it, maybe he had been afraid of them, afraid of being attacked or put down; perhaps he had “poured it on” in order to silence them.”(p. 79)
What is the role of fears, anxieties and hierarchy in Communal-Expressive campuses? How is this different than or similar to faculty/student relationships in other kinds of campuses (i.e. conventional, neo-classical, popular reforms)?
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