Literaturnachweis - Detailanzeige
| Autor/inn/en | Kovach, Ron; McDonald, Bill |
|---|---|
| Titel | A Practitioner's Guide for Community Development in the 21st Century. |
| Quelle | (1990), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Leitfaden; Stellungnahme; College Students; Colleges; Community; Community Development; Futures (of Society); Higher Education; Models |
| Abstract | The "pining" for a sense of community, for roots, for a connectedness to others is a basic need that is felt but not understood, that is desired but not practiced, in either college settings or the greater society. Thus, the prevalent rootlessness and transience that students arrive with at college (due to a highly mobile society) is never overcome on college campuses because colleges do not practice what they preach. In reality, little is understood about the dynamics of community and the development of a sense of community is actually inhibited through the policies and procedures of institutions of higher education. Students arrive without an understanding of, or first hand experience with, a functional community and never experience anything to the contrary. Four doctoral students combined knowledge, resources, and interests to develop a model for reclaiming community on the nation's campuses as a student project. The end result, a project called "The Future Residential Community," has become the basis for further research into what the components of community are; how they can be implemented; and how a vision that does not have roots in tighter controls, restrictions, and regulations can be demonstrated to all constituencies of higher education. Colleges and universities must begin lessening distinctions such as those implied in viewing students' lives as separate and unintegrated and categorizing them as either inside or outside the classroom. The same philosophy must be applied to distinctions between faculty, administrators, and staff. It is also logical that intentional communities outside higher education be experienced and studied, that the rich history of communal movements be drawn upon, and that model communities from Trappist monasteries to agricultural communes be explored. (ABL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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