Heqin Higher Thought
|Keywords||Higher Education Thought Thought of Hutchins University education Practical activities UK higher education Higher education concept Thinker Gentle education University of spirit|
Robert Maynard Hutchins (b. Jan. 17, 1899, Brooklyn, N.Y., U.S.-d. May 17, 1977, Santa Barbara, Calif.), American educator and university and foundation president, who criticized over-specialization and sought to balance the college curriculum and to maintain the Western intellectual tradition.The dissertation focuses on the Hutchins’ thought of higher education.By researching the theoretical foundation and various components of Hutchins’ higher education theory as well as his higher education practices, the thesis analyzes the emergence, development, significance, and value of his thought. At the same time, the thesis also reveals the historical position and cultural conflicts of Hutchins’ higher education theory through comparison with the British higher educationalist John Henry C. Newman and the American educationalist John Dewey. The author hopes to provide the higher education in China with lessons and experience through the research of Hutchins’ higher education thought.The thesis is organized into three parts.The first part is introduction, which introduces’ Hutchins’ life and works, and analyzes the theoretical framework and practices of his higher education theory. This part points out that his theories stem from his philosophy and criticism of actual conditions, and have important effects on directing practices.The second part is about Hutchins’ thought of higher education. In this part, the various components of Hutchins’ higher education thought are elaborated comprehensively. The components include the purpose, function, and task of higher education, the structure and system of higher education, the relationship of Liberal Education and higher education, the curriculum of Classical Great Books, the ideal university, and the university spirit, etc.The last part evaluates Hutchins’ thought of higher education. Through comparison with Newman’s classical theory of higher education and Dewey’s Progressivism, this part illustrates the historical source of Hutchins’ thought and the debate with his critics. The author tries to describe a historical clue of the conflicts between two cultural conceptions, and hopes to obtain some enlightenment of reality by interpreting and evaluating Hutchins" thought of higher education.