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Institutionalization and Education in the Nineteenth and Twentieth Centuries

Published online by Cambridge University Press:  24 February 2017

Thomas Bender ,
Peter D. Hall ,
Thomas L. Haskell  and
Paul H. Mattingly
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Extract

[Editor's Note: The viewpoints which follow represent a reconstructed transcript of a symposium held at the annual American Educational Research Association meeting in Boston, Massachusetts, April 8, 1980. The Symposium, chaired by Prof. Paul H. Mattingly of New York University, was also entitled “Institutionalization and Education in the Nineteenth and Twentieth Centuries.”]

Prof. Mattingly:

Welcome to this Symposium, “Institutionalization and Education in the Nineteenth and Twentieth Centuries.” This afternoon we hope to initiate several lines of inquiry which will be productive in the historical study of institutionalization and education. Both of these notions have become increasingly important in all disciplines of American scholarship, and in a sense in proportion to this heightened significance their meaning becomes progressively confused. It would not be totally out of place to make that ratio one of the maxims for studying both institutions and education today.

Type
Symposium
Information
History of Education Quarterly , Volume 20 , Issue 4 , Winter 1980 , pp. 449 - 472
Copyright
Copyright © 1981 by History of Education Society 

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References

Notes

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4 Haskell, Thomas, “Power to the Experts,” New York Review of Books v. 24, no. 16 (October 13, 1977): 28–34.Google Scholar

5 For more on the theoretical and historiographical issues implied here, see Bender, Thomas, Community and Social Change in America (New Brunswick, New Jersey, 1978) pp. 45–61.Google Scholar

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17 Haskell's, Thomas work, The Emergence of Professional Social Science (1977), published after I began my inquiry, is a significant exception.Google Scholar

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26 Veysey, Laurence, The Emergence of the American University (Chicago, 1965), p. ix.Google Scholar