Knowledge: Its Creation, Distribution and Economic Significance, Volume 2: The Branches of Learning (Princeton Legacy Library)
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Volume II of this ten-volume work, examines the parts of intellectual knowledge that have been considered worth teaching in institutions of higher learning. To judge what to teach, it was necessary to classify.
Originally published in 1982.
discourse very different from the other nine. The first nine provide knowledge about things natural, human, and social, the tenth provides "knowl edge about knowledge."15 To help the reader comprehend this distinction, the introduction offers a graph showing a large circle with nine sectors and one small circle in the center. "Knowledge about knowledge" is given this "central position" in the circle of learning. The editors wanted to emphasize the "distinction between (a) what we know about the
of selective rather than compulsory courses. Major antagonists were reformist Harvard and traditionalist Yale. The eloquent statement of the Yale faculty of 1828, setting forth the educational philosophy of classical and very broad education is worth quoting. It argues that the most important object of college education is "discipline . . . of the mind"43 and that the Yale cur riculum layed a foundation for a thorough education by exercising "all the important mental faculties. . . . From the
tions, have ordinarily remained within economics departments, though a few universities have created separate departments of industrial relations. Interdepartmental programs have mushroomed in the last twentyfive years. Some of them are only half-way stations on the way to autonomous departments; as long as they remain programs, they are 69 One might, with some justification, regard the establishment of centers and in stitutes for study and research in special fields or topics as a fourth
"HigherEducation General Information Survey," pre sumably is intended to mean either "General Survey of Information on Higher Edu cation" or "Survey of General Information on Higher Education." The rules of English grammar, however, want the first adjective to modify the last noun and would thus suggest a different reading, perhaps "Higher Survey of Education in General Infor mation." Should we prescribe a course in remedial English for the creative writers in the Office of Education? 77 Huff
University of, 122 Columbia University, 132n, 142-143 combinatorics, 54 Comenius, Johann Amos (1592-1670), 21n, 48, 93, 126, 127n commercial history, 70 committee on international relations, 162n communicating, art of, 57 communication, in HEGIS taxonomy, 163; in 1978 taxonomy, 169; media, 4; studies, 161; 35 times in the 1978 taxonomy, 170 comparative religion, Roger Bacon on, 28 complex phenomena, in Comte, 66, 69 complexity, degrees of, 72 compulsory versus elective courses, 136 computer and