By Philip Gleason
How did Catholic faculties and universities care for the modernization of schooling and the increase of analysis universities? during this booklet, Philip Gleason deals the 1st finished research of Catholic larger schooling within the 20th century, tracing the evolution of responses to an more and more secular academic process. before everything of the century, Catholics authorized modernization within the organizational sphere whereas resisting it ideologically. confident of the reality in their non secular and highbrow place, the restructured Catholic schools grew swiftly after global battle I, devoted to instructing for a "Catholic Renaissance." This spirit of militance carried over into the post-World battle II period, yet new currents have been additionally stirring as Catholics started to glance extra favorably on modernity in its American shape. in the meantime, their faculties and universities have been being reworked by means of carrying on with progress and professionalization. by means of the 1960's, alterations in church educating and cultural upheaval in American society bolstered the inner transformation already lower than manner, developing an "identity predicament" which left Catholic educators doubtful in their function. Emphasizing the significance to American tradition of the expansion of schooling in any respect degrees, Gleason connects the Catholic tale with significant nationwide developments and historic occasions. through situating advancements in larger schooling in the context of yankee Catholic inspiration, Contending with Modernity presents the fullest account to be had of the highbrow improvement of yank Catholicism within the 20th century.
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Extra info for Contending With Modernity: Catholic Higher Education in the Twentieth Century
44 The "Carnegie Unit," as it came to be called, eventually became the object of much criticism. 45 But there was also a more strictly academic objection, although it might seem overly fastidious to those of us who take high-school Awaking to the Organizational Challenge 35 units and college credit-hours for granted. In essence, the objection was that the introduction of such all-purpose counters represented a shift from qualitative to quantitative measures of a student's academic progress. After all, the unit or credit-hour does not measure knowledge—it measures time.
The movement of second-generation Irish women into white-collar jobs was widely noted, especially their prominence in the ranks of public-school teachers. 24 College degrees were not yet required for certification, but the opening up of such career opportunities naturally created a demand for higher education for Catholic women. 25 Two other developments reflected the desire of Catholic women for enhanced educational opportunities. The first was the transformation of girls' academies into colleges, which took place rapidly after 1900.
O'Malley calculated, however, that only 973 of these collegians were attending Catholic schools that could be regarded as academically reputable. The reader could only conclude that fewer Catholics were receiving a solid college education under Catholic than under non-Catholic auspices. Some of O'Malley's informants—mostly Catholic professors at non-Catholic schools— did not regard attendance at secular colleges and universities as a danger to the 24 Confronting Modernity as the Century Opens faith, but he obviously did.