The Education of Engineers in America before the Morrill Act of 1862
The Education of Engineers in America before the Morrill Act of 1862
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1862 年莫里尔法案颁布之前美国工程师的教育
DOI：
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发表时间：
1992
影响因子：
0.8
通讯作者：
T. S. Reynolds
中科院分区：
文献类型：
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作者：
T. S. Reynolds
以理查德·霍夫施塔特等人的著作为代表的南北战争前大学的传统观点，将它们描绘成教条、精英主义、僵化和敌视科学和更实用的学科，如工程学。直到最近几十年，学者们才对这一观点提出异议。1975年，斯坦利·古拉尔尼克(Stanley Guralnick)挑战了南北战争前大学与科学对立的观点，证明它们做出了非凡而成功的努力，修改了课程，增加了教员，以增加科学课程。不久之后，在1982年，科林·伯克发表了一项对南北战争前大学的广泛的定量研究，研究显示，这些大学比以前认识到的更成功、更容易接近、更具适应性和进步性。
The traditional view of antebellum colleges, as exemplified by the works of Richard Hofstadter and others, depicts them as dogmatic, elitist, inflexible, and hostile both to science and to more practically oriented subjects, such as engineering. Only in recent decades have scholars disputed this view. Stanley Guralnick in 1975 challenged the contention that antebellum colleges were antagonistic to science, demonstrating that they made extraordinary and successful efforts to modify their curricula and add faculty to increase science offerings. Shortly after, in 1982, Colin Burke published a broadly based, quantitative study of antebellum colleges which revealed that they were far more successful, accessible, adaptable, and progressive than previously recognized.