An Aristocracy of Everyone

Barber, Benjamin R.

doi:10.1093/acprof:oso/9780195091540.001.0001

Cited by 71 publications

(39 citation statements)

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“…I apologize in advance if I offend some readers. But, in my defense, I appeal to Benjamin Barber (1992), who argues that all good teaching is offensive, and to Maxine Greene, whom I heard say that the point of philosophy is to "keep the pain alive." So look at this essay as an experiment on whether being annoying is just what a good teacher and philosopher ought to do.…”

mentioning

confidence: 99%

What Is “Good” Education Research?

Hostetler

2005

Educational Researcher

101

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The question of what counts as good education research has received a great deal of attention, but too often it is conceived principally as a methodological question rather than an ethical one. Good education research is a matter not only of sound procedures but also of beneficial aims and results; our ultimate aim as researchers and educators is to serve people’s well-being. For their research to be deemed good in a strong sense, education researchers must be able to articulate some sound connection between their work and a robust and justifiable conception of human well-being. There is a good deal of history and convention against such a conception of researchers’ work. We need to consider the conditions needed if that conception is to be realized. Among the conditions is a concerted and cooperative endeavor for moral education among researchers and the people with whom they work—a context where questions of well-being are foregrounded, welcomed, and vigorously debated.

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confidence: 99%

What Is “Good” Education Research?

Hostetler

2005

Educational Researcher

101

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“…Henry Giroux (2002)accented the same theme, suggesting that corporate culture encourages an absence of questioning and engaged critique. There is in Soros' notes a theme similar to that found in Benjamin Barber's (1992) assertion that education is a guarantor of liberty because it creates An Aristocracy of Everyone.…”

Section: Truth On the Auction Block: The Steward/trustee Leadermentioning

confidence: 81%

A Breakpoint Moment: Leadership Visions and Values for Trustees of Collegiate Mission

Bogue

2006

Innov High Educ

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American higher education is an enterprise of complex heritage, mission, and governance culture-an enterprise expected to serve as both cultural curator and cultural critic. Contemporary issues such as the call for accountability and the pressure of marketplace ideology present colleges and universities with a possible breakpoint change moment in both mission and leadership, as established policy and philosophic principles are challenged and leadership vision and values are similarly called to question. This article probes the particular effect of marketplace ideology on colleges and explores three metaphors of leadership role and value: the Servant/Exemplar Leader, the Steward/Trustee Leader, and the Artist/Designer Leader.KEY WORDS: college leadership; college mission; higher education and the marketplace; breakpoint change.As we enter the twenty-first century, what Likert weight or ranking might collegiate leaders assign to the issues and the tensions of purpose and performance confronting American higher education? Might they "strongly agree" that managing under revenue constraints is important or perhaps number one? Or would they assign premier place and weight to promoting diversity and community, responding to calls for accountability, reconciling academic and athletic cultures, or fashioning a proper response to marketplace pressures?Beyond the complexity of these issues, there is a dramatic complexity in collegiate mission. Colleges and universities are expected to be both cultural curator and cultural critic, to honor heritage and to assault the

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“…Opponents of required service also argue that schools should primarily be concerned with fostering students' academic skills and achievement rather than channeling their valuable resources and time into requiring community service (Bandow 1995). Arguments in favor of required service, on the other hand, point to the need, indeed, the responsibility, of schools in a democratic society to instill knowledge of civic principles, habits of civic engagement, and dedication to the public interest in young people, stating that this important opportunity will be lost to those most in need of learning civic responsibility unless service is required by schools (Barber 1992;Kenny and Gallagher 2003). These debates point to the importance of understanding the outcomes associated with doing service among adolescents in general and among those from varying backgrounds.…”

Section: Implications For Policy and Practicementioning

confidence: 99%

Associations of Participation in Service Activities with Academic, Behavioral, and Civic Outcomes of Adolescents at Varying Risk Levels

Schmidt

Shumow

Kackar

2011

J Youth Adolescence

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Youth who participate in service activities differ from those who do not on a number of key demographic characteristics like socio-economic status and other indicators of risk; and most studies demonstrating positive outcomes among service participants employ small non-representative samples. Thus, there is little evidence as to whether the outcomes associated with service participation are similar among students with varying levels of risk. The National Household Education Survey of 1999, a large nationally representative cross-sectional data set that focused on community service, was analyzed to investigate associations between the risk status of 4,306 adolescent students (50.2% female; 63.3% European American, M age = 15.9), their participation in community service, and their academic adjustment, behavioral problems, and civic knowledge. Because adolescents who participate in service differ from those who do not with respect to demographic characteristics, propensity score analyses were used to correct for potential selection bias in the examination of these relationships. Analyses tested competing theoretical models of service-protective versus compensatory-among students at varying levels of risk, and suggested that service acts as a compensatory factor with respect to academic, behavioral, and civic outcomes. Propensity score analyses revealed patterns suggesting that, in some cases, students with certain demographic profiles that are themselves related to the likelihood of service participation may benefit from service participation more than others. Findings are discussed in terms of their significance for adolescent development, for planning service programs, and for educational policy.

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An Aristocracy of Everyone

Cited by 71 publications

References 0 publications

What Is “Good” Education Research?

What Is “Good” Education Research?

A Breakpoint Moment: Leadership Visions and Values for Trustees of Collegiate Mission

Associations of Participation in Service Activities with Academic, Behavioral, and Civic Outcomes of Adolescents at Varying Risk Levels

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