Argues for and proposes concrete means to radically transform research universities to function as democratic, civic, and community-engaged institutions
Knowledge for Social Change
Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century
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Lee Benson, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Francis E. Johnston, and Joann Weeks
"Grounded in historical analyses about the theories and practices of civic participation in democratic societies, Knowledge for Social Change provides wonderful examples of and provocative perspectives on the critical role that higher education institutions—especially research universities—play in advancing social change in contemporary society. This book should be required reading for students in every college and university across the land."
—Albert M. Camarillo, Professor of History, Haas Centennial Professor of Public Service, and Leon Sloss Jr. Memorial Professor Emeritus, Stanford University
Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as their own work at Penn's Netter Center for Community Partnerships to help create and sustain democratically engaged colleges and universities for the public good.
Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the "relief of man's estate"—an iconic phrase by Francis Bacon that emphasized the continuous betterment of the human condition—and to realize Dewey's vision of an organic "Great Community" composed of participatory, democratic, collaborative, and interdependent societies.
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"Knowledge for Social Change is an important book that should be read by all who are interested in strengthening research universities by calling them back to their civic mission."
—Ellen Condliffe Lagemann, Levy Institute Research Professor, Bard College, and Distinguished Fellow, Bard Prison Initiative
"This book is a must-read for those of us responsible for educating students who will become our future world leaders. Knowledge for Social Change proposes that research universities become radically transformed to function as democratic, civic, and community-engaged institutions, and I could not agree with the idea more."
—Eduardo J. Padrón, President, Miami Dade College
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Introduction: University-Assisted Community Schools and the Expanding Global Movement of Democratic, Civically Engaged, Modern Research Universities
I THE ADVANCEMENT OF LEARNING FOR “THE RELIEF OF MAN’S ESTATE”
1. Francis Bacon and the Advancement of Learning
1592–1621: Developing a Philosophy of Learning and Science • 1605: The Advancement of Learning • 1605–1621: Bacon’s Progress • 1621–1626: Assessing Bacon’s Plans for a Science-Based Utopian Society • Two Propositions: Humankind’s Capacity to Advance Learning and “the Relief of Man’s Estate” | The Role of Historical Development in the Advancement of Learning • Bacon’s Negative Impact on the Advancement of Learning
2. Benjamin Franklin’s Revolutionary Theory of Education
Franklin’s Goals for Higher Education • A New Kind of Society Requires a New Kind of Education Curriculum, Methods, and Texts • The Burden of “Ancient Customs and Habitudes”
3. William Rainey Harper and Jane Addams: Progressive Era Organizational Innovation and the American Research University
The American Research University in the Progressive Era • Jane Addams’s Hull House: Organizational Innovation, Knowledge Production, and Social Change • William Rainey Harper and the University of Chicago: The Urban University as the Strategic Institution for Improving Communities, Schools, and Society
4. John Dewey and the Community School Idea
Participatory Democracy in Schooling Systems and Societies Dewey’s Laboratory School and His Scientistic Fallacy • Addams and Hull House: Dewey’s “School as Social Centre” • The Schooling System as the Strategic Subsystem of Modern Societies • After Dewey: Social Centers, Community Centers, and Community Schools • New Models of Community Schools and the Coalition for Community Schools
5. The Higher Education Democratic Civic and Community Engagement Movement: Realizing Bacon’s and Franklin’s Ideals
The Short Rise and Long Decline of University Civic Engagement in the Twentieth Century • Public and Community Service • Service and the Curriculum • The Service Learning Movement Divides • Toward Democratic Civic and Community Engagement The Path Ahead
II THE NETTER CENTER: HIGHER EDUCATION AND CIVIC AND COMMUNITY ENGAGEMENT
6. The Netter Center for Community Partnerships: Intellectual and Practical Roots
The Wharton School in the Progressive Era • West Philadelphia: Social Forces and Contexts, 1960–1990 • Setting Penn’s Course Aright
7. Penn and West Philadelphia: From Conflict to Collaboration
Two Strategies for University-Community Partnerships Organizing for Communal Participatory Action Research: Theory into Practice • Taking Advantage of a Favorable Institutional Climate • The Penn Compact and the Netter Center: One University in Practice
8. The Netter Center and the Global Society: Outreach to the Nation and the World
Replicating the WEPIC Idea: From the Region to the Nation • Building a National Infrastructure for University-Community Partnerships • Becoming an International Movement
9. Solving Complex Real-World Problems through Academically Based Community Service: The Agatston Urban Nutrition Initiative
Obesity as a Complex, Ill-Structured Problem • Origins and First Decade’s Growth • TNAP’s Expansion: UNI and AUNI • School Gardens and School-Based Small Businesses, ABCS and AUNI
10. Universities, Local Engagement, and Achieving a Democratic Devolution Revolution
A Strategy to Bring About a Democratic Devolution Revolution • Obstacles to Developing and Sustaining University-Assisted Community Schools and Achieving a Democratic Devolution Revolution • Reducing Obstacles to Developing and Sustaining University-Assisted Community Schools and Achieving a Democratic Devolution Revolution
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About the Author(s)
Lee Benson (1922–2012) was Professor Emeritus of History at the University of Pennsylvania and co-author of Dewey's Dream: Universities and Democracies in an Age of Education Reform (Temple).
Ira Harkavy is Associate Vice President and Founding Director of the Barbara and Edward Netter Center for Community Partnerships at the University of Pennsylvania and co-author of Dewey's Dream: Universities and Democracies in an Age of Education Reform (Temple).
John Puckett is Professor of Education at the University of Pennsylvania and co-author of Dewey's Dream: Universities and Democracies in an Age of Education Reform (Temple).
Matthew Hartley serves as Associate Dean in the Graduate School of Education and Professor of Education at the University of Pennsylvania. He is also co-editor of "To Serve a Larger Purpose": Engagement for Democracy and the Transformation of Higher Education (Temple).
Rita A. Hodges is Assistant Director of the Barbara and Edward Netter Center for Community Partnerships at the University of Pennsylvania.
Francis E. Johnston is Professor Emeritus of Anthropology at the University of Pennsylvania.
Joann Weeks is Associate Director of the Barbara and Edward Netter Center for Community Partnerships at the University of Pennsylvania.
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Community Organizing and Social Movements
Philosophy and Ethics
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