Texts:1969 The End of an Order - Revision history

Robbie at 17:10, 19 November 2024

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	<p>While signaling a desirable end, the crisis is not itself desirable, for the clashes it occasions destroy much of enduring value. Alienated students whose experience is only with the Cold War institution do not distinguish between a pernicious guiding principle and the valuable parts that the principle shapes into an undesirable whole. Hence, their negations through direct action are undiscriminating and may destroy the remnants of autonomous intellect that will be the source of any alternative institution. Mere negation leads logically to suicide. Instead we should go beyond the crisis to affirm a new institution.</p>		<p>While signaling a desirable end, the crisis is not itself desirable, for the clashes it occasions destroy much of enduring value. Alienated students whose experience is only with the Cold War institution do not distinguish between a pernicious guiding principle and the valuable parts that the principle shapes into an undesirable whole. Hence, their negations through direct action are undiscriminating and may destroy the remnants of autonomous intellect that will be the source of any alternative institution. Mere negation leads logically to suicide. Instead we should go beyond the crisis to affirm a new institution.</p>

	<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p></div~~><ref>The published part of the essay ended here. The unpublished part, more directly addressed to a Techers College audience, continued as below.</ref~~>		<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p></div>

	<h4>Untimely Observations</h4>		<h4>Untimely Observations<ref>The published part of the essay ended and the unpublished part, more directly addressed to a Teachers College audience, continued here.</ref></h4>

	<div class="nums"><p>For Teachers College, the Cold War period has been one of transition; but the precise destination of that transition is still to be determined. We will help develop a new <i>idée directrice</i> for American education as we put our house in order and begin to move in a definite direction. Hence, we need a historic sense of where we are, not to pass judgment on ourselves, but to see where we might go and how we might get there.</p>		<div class="nums"><p>For Teachers College, the Cold War period has been one of transition; but the precise destination of that transition is still to be determined. We will help develop a new <i>idée directrice</i> for American education as we put our house in order and begin to move in a definite direction. Hence, we need a historic sense of where we are, not to pass judgment on ourselves, but to see where we might go and how we might get there.</p>

Robbie at 17:05, 19 November 2024

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	<p>Our recent history shows how the principle that has been guiding pedagogical effort is no longer accepted by many on every instructional level. The familiar institution, the established <i>idée directrice, </i>no longer harmonizes our different endeavors, and despite excellence of the parts, these do not cohere spontaneously into a humming whole. As our institution ceases to form the whole, the parts increasingly work at cross purposes. The crisis will remain, not until we perfect each part through institutional change, but until we change our institution to regain our sense of the whole and to re-<i>form</i> our common concerns. To understand the scale of this task, let us trace how the old order became obsolete.</p>		<p>Our recent history shows how the principle that has been guiding pedagogical effort is no longer accepted by many on every instructional level. The familiar institution, the established <i>idée directrice, </i>no longer harmonizes our different endeavors, and despite excellence of the parts, these do not cohere spontaneously into a humming whole. As our institution ceases to form the whole, the parts increasingly work at cross purposes. The crisis will remain, not until we perfect each part through institutional change, but until we change our institution to regain our sense of the whole and to re-<i>form</i> our common concerns. To understand the scale of this task, let us trace how the old order became obsolete.</p>

	<hr>		<hr>

	<p>Americans never really relaxed the long discipline of the Depression and World War II. After a brief demobilization, Congress passed several National Security Acts, a Selective Service Act, the Marshall Plan, the North Atlantic Treaty, and a large Military Assistance Program. The Cold War was on, if not declared. Educational leaders responded to the Communist challenge with the Cold War institution of American education, which formed our diverse instructional programs well into the 1960's.</p>		<p>Americans never really relaxed the long discipline of the Depression and World War II. After a brief demobilization, Congress passed several National Security Acts, a Selective Service Act, the Marshall Plan, the North Atlantic Treaty, and a large Military Assistance Program. The Cold War was on, if not declared. Educational leaders responded to the Communist challenge with the Cold War institution of American education, which formed our diverse instructional programs well into the 1960's.</p>

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	<p>With Sputnik, the enemy seemed to outdistance us through relatively more rapid technical, economic, and educational advances. The Cold War institution became a national mania. Every magazine called for higher academic standards, and Admiral Rickover became a pedagogical authority with his admonition "Education Is Our First Line of Defense—Make It Strong." Long sought federal aid to education passed easily as a National Defense Education Act. The highest, widest possible achievement in productive skills became the end of the system, for most believed that such achievement was essential both to regaining technological leadership and to personal success in a society that would need indefinitely to mobilize all energies in the production of power. This individual incentive, the carrot of federal funds, and the stick of nation-wide testing programs made the system respond: enrollment in higher education has climbed steadily and the number of highly qualified workers has markedly increased. Suddenly critics find the American way of life is a mandarin system dominated by a scientific-educational estate.</p>		<p>With Sputnik, the enemy seemed to outdistance us through relatively more rapid technical, economic, and educational advances. The Cold War institution became a national mania. Every magazine called for higher academic standards, and Admiral Rickover became a pedagogical authority with his admonition "Education Is Our First Line of Defense—Make It Strong." Long sought federal aid to education passed easily as a National Defense Education Act. The highest, widest possible achievement in productive skills became the end of the system, for most believed that such achievement was essential both to regaining technological leadership and to personal success in a society that would need indefinitely to mobilize all energies in the production of power. This individual incentive, the carrot of federal funds, and the stick of nation-wide testing programs made the system respond: enrollment in higher education has climbed steadily and the number of highly qualified workers has markedly increased. Suddenly critics find the American way of life is a mandarin system dominated by a scientific-educational estate.</p>
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	<hr>

	<p>To be sure, much room for further intellectual improvement remains; but it will not occur under the aegis of the Cold War institution, for this guiding principle has ceased to work. Large groups do not believe that the <i>raison d'être</i> of their pedagogical efforts should be <i>raison d'état</i>. People doubt that it is either desirable or prudent to continue to link educational effort, however indirectly, to Cold War priorities; and they assert that it is time to remedy the social injustices perpetuated as long as intellectual achievement for the sake of national power was the guiding pedagogical principle. Two developments have exposed the educational crisis by showing the Cold War institution to be obsolete.</p>		<p>To be sure, much room for further intellectual improvement remains; but it will not occur under the aegis of the Cold War institution, for this guiding principle has ceased to work. Large groups do not believe that the <i>raison d'être</i> of their pedagogical efforts should be <i>raison d'état</i>. People doubt that it is either desirable or prudent to continue to link educational effort, however indirectly, to Cold War priorities; and they assert that it is time to remedy the social injustices perpetuated as long as intellectual achievement for the sake of national power was the guiding pedagogical principle. Two developments have exposed the educational crisis by showing the Cold War institution to be obsolete.</p>

Robbie at 17:04, 19 November 2024

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Robbie at 16:55, 19 November 2024

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	<blockquote><p>But you . . . , listen to right and do not foster violence; for violence is bad for a poor man. Even the prosperous cannot easily bear its burden, but is weighed down under it when he has fallen into delusion. The better path is to go by on the other side towards justice; for Justice beats Outrage when she comes at length to the end of the race. But only when he has suffered does the fool learn this.</p><p class="s2 doit">Hesiod, <i>Works and Days</i>. 213-8</p></blockquote>		<blockquote><p>But you . . . , listen to right and do not foster violence; for violence is bad for a poor man. Even the prosperous cannot easily bear its burden, but is weighed down under it when he has fallen into delusion. The better path is to go by on the other side towards justice; for Justice beats Outrage when she comes at length to the end of the race. But only when he has suffered does the fool learn this.</p><p class="s2 doit">Hesiod, <i>Works and Days</i>. 213-8</p></blockquote>

	<h4 ~~class="sl"~~>One Year Ago</h4>		<h4>One Year Ago</h4>

			<div class="nums"><p>Recall the morning after. All were dismayed by the violence unleashed in the clearing of Columbia's campus. The majority of moderates, who had previously milled about in uncommitted perplexity, were moved to angry involvement. The police had cut the Gordian Knot, removing the offense without resolving the issues that the occupations had exposed. Intellectuals typically react in outrage when the impatient men of action cut through a tangle that might, with time and care, have been peacefully unraveled; and the moderates thus resolved inwardly, in passionate penance, to atone for the violence by correcting its causes. Hence, a call immediately arose for the reform and restructuring of the university itself.</p>
	<div class="nums"~~></div~~><p>Recall the morning after. All were dismayed by the violence unleashed in the clearing of Columbia's campus. The majority of moderates, who had previously milled about in uncommitted perplexity, were moved to angry involvement. The police had cut the Gordian Knot, removing the offense without resolving the issues that the occupations had exposed. Intellectuals typically react in outrage when the impatient men of action cut through a tangle that might, with time and care, have been peacefully unraveled; and the moderates thus resolved inwardly, in passionate penance, to atone for the violence by correcting its causes. Hence, a call immediately arose for the reform and restructuring of the university itself.</p>

	<p>At Teachers College on the morning after the atmosphere was charged. So far the center had held; but now no one knew what would happen: each hoped that something constructive might occur, but all feared that factions would fall out in disagreement and prevent any common action. About noon word began to spread of an open meeting in the cafeteria. A great throng congregated and, like a swarm of bees, it quickly buzzed away in the search for more space, gathering recruits as it moved noisily through the corridors. After alighting for an instant in a lecture hall, the throng finally settled in Horace Mann Auditorium, filling even the standing room with a spontaneous selection of students, faculty, and staff. After a few moments of uncertainty about the agenda, a line of impromptu speakers began to form at the podium, and we listened, still uncertain where it would lead, as each speaker unburdened his heart and recommended various courses of action.</p>		<p>At Teachers College on the morning after the atmosphere was charged. So far the center had held; but now no one knew what would happen: each hoped that something constructive might occur, but all feared that factions would fall out in disagreement and prevent any common action. About noon word began to spread of an open meeting in the cafeteria. A great throng congregated and, like a swarm of bees, it quickly buzzed away in the search for more space, gathering recruits as it moved noisily through the corridors. After alighting for an instant in a lecture hall, the throng finally settled in Horace Mann Auditorium, filling even the standing room with a spontaneous selection of students, faculty, and staff. After a few moments of uncertainty about the agenda, a line of impromptu speakers began to form at the podium, and we listened, still uncertain where it would lead, as each speaker unburdened his heart and recommended various courses of action.</p>
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	<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p>		<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p>

	<h4 ~~class="sl"~~>Untimely Observations</h4>		<h4>Untimely Observations</h4>

	<p>For Teachers College, the Cold War period has been one of transition; but the precise destination of that transition is still to be determined. We will help develop a new <i>idée directrice</i> for American education as we put our house in order and begin to move in a definite direction. Hence, we need a historic sense of where we are, not to pass judgment on ourselves, but to see where we might go and how we might get there.</p>		<p>For Teachers College, the Cold War period has been one of transition; but the precise destination of that transition is still to be determined. We will help develop a new <i>idée directrice</i> for American education as we put our house in order and begin to move in a definite direction. Hence, we need a historic sense of where we are, not to pass judgment on ourselves, but to see where we might go and how we might get there.</p>

Robbie at 16:54, 19 November 2024

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	<h2>An Offering to the Summer Muse</h2>		<h2>An Offering to the Summer Muse</h2>
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	<h3>by Robbie McClintock</h3>		<h3>by Robbie McClintock</h3></div>

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	<blockquote class="s1">During the summer of 1968, I wrote "End of an Order" as the middle part of a larger reflection on the events at Columbia that spring, particularly as they appeared to me, a new faculty member at Teachers College. It seemed as the events of May passed into summer that efforts to institute significant changes were going to flag in the coming academic year, and I wrote in the hope of initiating a more organized effort to promote reforms to culminate in the spring 1969.<br>		<blockquote class="s1">During the summer of 1968, I wrote "End of an Order" as the middle part of a larger reflection on the events at Columbia that spring, particularly as they appeared to me, a new faculty member at Teachers College. It seemed as the events of May passed into summer that efforts to institute significant changes were going to flag in the coming academic year, and I wrote in the hope of initiating a more organized effort to promote reforms to culminate in the spring 1969.<br>

Robbie: Created page with "NOTITLE {{Setup|tick=Texts}}

An Offering to the Summer Muse

including

The End of an Order

by Robbie McClintock

During the summer of 1968, I wrote "End of an Order" as the middle part of a larger reflection on the events at Columbia that spring, particularly as they appeared to me, a new faculty member at Teachers College. It seemed as the events of May passed into summer that ef..."

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Created page with "__NOTITLE__ {{Setup|tick=Texts}} <div class="cent"> <h2>An Offering to the Summer Muse</h2> <h5>including</h5> <h1>The End of an Order</h1> <h3>by Robbie McClintock</h3> </div> <blockquote class="s1">During the summer of 1968, I wrote "End of an Order" as the middle part of a larger reflection on the events at Columbia that spring, particularly as they appeared to me, a new faculty member at Teachers College. It seemed as the events of May passed into summer that ef..."

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