It is argued that the claim that universities should act as centres of social criticism can be justified on two grounds: the nature of intellectual inquiry and the concept of higher education. Several current sources of opposition to this view are then examined and ways in which they might be resisted are outlined. (Editor)

Discusses the survival of colleges and universities as dependent on public support. (PG)

The next quarter century should be a time where colleges and universities serve as models to society in finding creative, positive ways of making this period of cultural transition, reflected so clearly in current student values, one of the most significant eras in the history of higher education and this society. (Author)

The dominant influences of business, government and education seem increasingly directed, albeit unthinkingly, to egalitarianism in American life; in so doing, they are unwittingly diminishing the strength of democracy in the American system. (Author)

The author supports flexible academic programs, close student-faculty relationships, and extensive community interaction. (Editor/HS)

Author traces the traditional concepts of education and schooling, including the services provided by the university, and then shows how both concepts and services have undergone changes as a result of changing attitudes in the larger society. (SP)

Considers the issues of governance, purpose, and techniques of influence which plague all of higher education. (Editor/IR)

Recent trends in the development of the community college make it seem inevitable that its institutional freshness and promise will be squandered. It will neither ameliorate the problems of those excluded from opportunity through public education, nor break through the bureaucratic, self-sustaining rigidity of public education. (DM)

Under certain conditions faculties should take positions on important questions in spite of political or controversial considerations. (Editor)

The purpose of this chapter is to illustrate some of the emerging relationships between institutions of higher education and adults engaged in lifelong learning. (Author)

The future of the "liberating institution" is addressed. The university should obligate itself to develop new disciplines of knowledge that reflect the need to relate knowledge to virtue and to relate the new consciousness of equality to knowledge. (LBH)

Argues that the requirement to nurture and sustain academic freedom in the classroom creates obligations for the teacher, and that these obligations form the ethical framework within which the educational enterprise is to be undertaken. (KEH)