Literaturnachweis - Detailanzeige
| Autor/in | Heiss, Ann M. |
|---|---|
| Institution | California Univ., Berkeley. Center for Research and Development in Higher Education. |
| Titel | Today's and Tomorrow's Students. |
| Quelle | (1967), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Educational Needs; Higher Education; Intelligence; Student Alienation; Student Behavior; Student Characteristics; Student Interests; Student Needs; Student Subcultures; Values |
| Abstract | Today's student differs from his counterpart of the 1950's in character, aspiration, experience, and educational and family background. Generally more independent and mature, the students of the 1960's tend to involve themselves in any of 5 subcultures as a means of expressing their concern about a number of issues. The sorority or fraternity culture has lost its appeal except for a few that are shifting their interests from social to political issues. The vocationally-oriented group attends college as a step toward a career. The intellectuals, mainly humanities and social sciences majors, pursue knowledge as an end in itself. Some students in the Bohemian culture are intelligent non-conformists who adopt eccentric modes of dress and behavior, and others are political activists who regard the university as a political platform. The hippie culture claims rejection of all cultures and societies and is the most dynamic of the youth groups. The basic problem for the university is the conception of a unified program that satisfies the academic and individual needs of each group. In order to communicate effectively, educators should attempt to acquaint themselves with and understand the characteristics and concerns of today's students, for they represent our future decision makers. The values derived from a college education today will influence the attitudes of tomorrow's student population through their parents-to-be, or today's students. (WM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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