Search

Following a foreword by Derek W. M. Barker, "Deliberation as Public Judgment: Recovering the Political Roots of a Democratic Practice," contents of this issue include: (1) Beyond Adversary Democracy (Jane Mansbridge); (2) What Is Political Judgment? (Ronald Beiner); (3) The Bumpy Road from Mass Opinion to Public Judgment (Daniel Yankelovich); (4) Beyond the "Informed" Citizenry: The Role of Public Judgment in a Deliberative Democracy (An Interview) (Noëlle McAfee and David McIvor with Derek W. M. Barker); (5) National Issues Forum Guides: Eliciting and Habituating Public Judgment (Lori L. Britt); (6) How Civic Engagement Spread Across Six College Campuses (Maura Casey); (7) Shaping Our Future: The Public Purpose of Higher Education (Harry C. Boyte); and (8) Democracy Is in Trouble, Higher Education Is in Trouble (Afterword) (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2016," see ED583007.]

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share. Following a Foreword by Deborah Witte, this issue of the "Higher Education Exchange" presents the following reports: (1) Inside the Graduate School Mess: An Interview (Leonard Cassuto); (2) Assumptions, Variables, and Ignorance (David Brown); (3) Deliberation and Institutional Political Cultures: A Brazilian Perspective (Telma Gimenez); (4) An Island of Deliberation in an Authoritarian Environment: The Case of Russia (Denis V. Makarov); (5) Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education (Etana Jacobi); and (6) Afterword: Citizens in a Global Society (David Mathews). A list of contributors is included.

Research shows that not only does higher education not see the public; when the public, in turn, looks at higher education, it sees mostly malaise, inefficiencies, expense, and unfulfilled promises. Yet, the contributors to this issue of the "Higher Education Exchange" tell of bright spots in higher education where experiments in working with and for the public are taking place. In different ways, these experiments reveal the public that is visible when seen through the lens of a citizen-centered democracy. Following a foreword by Deborah Witte, contents of this issue include: (1) Faculty Happiness and Civic Agency (Claire Snyder-Hall); (2) Blind Spots in Academe (David W. Brown); (3) Faculty, Citizens, and Expertise in Democracy (Theodore R. Alter, Jeffrey C. Bridger, and Paloma Z. Frumento); (4) A Vision for the Liberal Arts: An Interview with Adam Weinberg (Adam Weinberg); (5) University Civic Engagement: A Global Perspective (Lorlene Hoyt); (6) Beyond Service and Service Learning: Educating for Democracy in College (Richard M. Battistoni); (7) Beyond Enclosure: Pedagogy for a Democratic Commonwealth (Romand Coles and Blase Scarnati); (8) "We Are the Ones We Have Been Waiting For: The Promise of Civic Renewal in America" by Peter Levine (Marietjie Oelofsen); and (9) Who Are the Citizens We Serve? A View from the Wetlands of Democracy (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2013," see ED560890.]

The Kettering Foundation's research has been focused on putting the public back into the public's business for more than thirty years. Some questions that have recently been useful to Kettering researchers as the foundation focuses on its work with institutional actors--especially higher education and its relationship with the public--have emerged. They include: (1) Why doesn't higher education see the public we see? (2) How can higher education learn to see the public? and (3) How can the public become more visible to higher education? One answer to these questions is that higher education isn't looking for what Kettering is seeing. Instead, higher education is accustomed to seeing and relating to many publics. They see students and their parents as one public, focused--much like clients--on a return-on-investment metric. They also see the neighborhood or community around the university as another public, usually an adversary, rarely a partner. Increasingly, there appear to be exceptions to this sort of blindness to the public on the part of higher education. Stories from those who are committed to and wrestle with making the public more visible fill this issue of the "Higher Education Exchange." Following a foreword by Deborah Witte, articles include: (1) Reconstructing America's Public Life: An Interview (Thomas Bender); (2) Reinventing Citizenship As Public Work: Civic Learning for the Working World (Harry C. Boyte); (3) "Civic Work, Civic Lessons: Two Generations Reflect on Public Service": An Interview (Thomas Ehrlich and Ernestine Fu); (4) Rethinking Civic Engagement on Campus: The Overarching Potential of Deliberative Practice (Martin Carcasson); (5) Deliberative Pedagogy and the Community: Making the Connection (Nicholas V. Longo); (6) The Medium is the Message: An Israeli Experience with Deliberative Pedagogy (Edith Manosevitch); (7) Today's Civic Mission for Community Colleges (Sean Creighton); (8) "Real Social Science: Applied Phronesis" Edited by Bent Flyvbjerg, Todd Landman, and Sanford Schram (Alex Lovit); and (9) Engaging the Work Of Democracy (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2012," see ED539331.]

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) Higher Education and the American Commonwealth Partnership: An Interview (Harry Boyte); (3) Tales from Anti-Civic U (Claire Snyder-Hall); (4) Educating Democratically: An Interview (Elizabeth Minnich); (5) Living Democracy: A Project for Students and Citizens (Mark Wilson and Nan Fairley); (6) Civic Engagement and Doctoral Education (Ellen M. Knutson and Dan A. Lewis); (7) Public Scholarship at the Graduate Student Level (Robin Hoecker); (8) Wicked Bedfellows: Can Science and Democracy Coexist in the Land Grant? (Wynne Wright); (9) "What Is College For? The Public Purpose of Higher Education" Edited by Ellen Condliffe Lagemann and Harry Lewis (Elizabeth Hudson); and (10) Higher Education and Har Megiddo (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2011," see ED539343.]

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) What Is the Real College of Education? (David Mathews); (3) Forging Ties That Bind: The Engagement Challenge in Higher Education (Frank Fear); (4) Engaged Faculty: An Interview (KerryAnn O'Meara); (5) Student-Led Civic Education: A Different Way of Knowing (Harold H. Saunders, David Tukey, Amy Lazarus, and Rhonda Fitzgerald); (6) Community Colleges and Civic Learning: An Interview (Bernie Ronan); and (7) "Not For Profit: Why Democracy Needs the Humanities" by Martha C. Nussbaum (Sara A. Mehltretter Drury). [For "Higher Education Exchange, 2010," see ED539323.]

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (David Mathews); (2) Beyond Civics and Service: Expanding the Boundaries of Education for Democracy (Scott London); (3) Facilitating Community Democracy from Campus: Centers, Faculty, and Students as Key Resources of Passionate Impartiality (Martin Carcasson); (4) The Rindge Tinge: Art, Dialogue, and Public Judgment (Joni Doherty); (5) Bringing the Generations Together: An Interview (Michael D'Innocenzo); (6) The Community that Cannot Speak (William J. Ball); (7) Higher Education and Community Engagement: Strengthening Democracy Through a University Institute (Katrina Rogers and Charles McClintock); (8) "When the People Speak: Deliberative Democracy and Public Consultation" by James S. Fishkin (Foday Sulimani); and (9) Afterword: An Invitation (Deborah Witte). Individual articles contain references. [For "Higher Education Exchange, 2009," see ED539321.]

This volume begins with an essay by Noelle McAfee, a contributor who is familiar to readers of Higher Education Exchange (HEX). She reiterates Kettering's president David Mathews' argument regarding the disconnect between higher education's sense of engagement and the public's sense of engagement, and suggests a way around the epistemological conundrum of "knowledge produced for a public rather than by a public." Her solution may rouse many arguments, but it is intriguing, nonetheless. An interview with Matt Leighninger, executive director of the Deliberative Democracy Consortium, follows. He talks with HEX coeditor David Brown about the need for professionals of all stripes to value community. In the next article, Matt McKinney shares the work of the University of Montana's Public Policy Research Institute (PPRI). The institute, he writes, "helps citizens and officials build livable communities, vibrant economies, and healthy landscapes through inclusive, informed, and deliberative public processes." The piece that follows is an interview by David Brown with Deborah Wadsworth, a trustee of Bennington College. Wadsworth shares her "500-yard" view of trusteeship and its meaning for liberal arts institutions. The final essay, by Denise Dowling at the University of Montana, looks at the ever-evolving role of higher education through the prism of journalism. She suggests journalism is a discipline that "requires the public" and asks how the university can relate to the different knowledge a community brings to the examination of an issue. David Mathews, in his Afterword, offers his take on what this volume of essays and articles means for higher education. Always provocative, and never pedestrian, he shares his prescription for a renewed relationship between higher education and the public. [For "Higher Education Exchange, 2008," see ED510312.]

This volume begins with an essay by Noelle McAfee, a contributor who is familiar to readers of Higher Education Exchange (HEX). She reiterates Mathews' argument regarding the disconnect between higher education's sense of engagement and the public's sense of engagement, and suggests a way around the epistemological conundrum of "knowledge produced "for" a public rather than "by" a public." Her solution may rouse many arguments, but it is intriguing, nonetheless. An interview with Matt Leighninger, executive director of the Deliberative Democracy Consortium, follows. He talks with HEX coeditor David Brown about the need for professionals of all stripes to value community. He suggests, "We need certain aspects of professionalization... but we need to retain some anti-professional qualities as well." The Consortium has just launched the Democracy Helpline, an online resource that showcases democratic governance stories with a community focus. There is a deep reciprocity between the community and professionals, he asserts, and both have expertise that is needed. In the next article, Matt McKinney shares the work of the University of Montana's Public Policy Research Institute (PPRI) The institute, he writes, "helps citizens and officials build livable communities, vibrant economies, and healthy landscapes through inclusive, informed, and deliberative public processes." The institute offers a graduate-level natural resource and conflict resolution certificate program; conducts applied research on natural resource and environmental policy; and of most interest to the readers of this journal, facilitates convenings of citizens and officials struggling with tough natural resource and environmental issues. His chart of "A Tale of Two Cultures" suggests both academic and policy epistemologies at play, with neither being citizen-centered. Bridging this divide remains the work of the PPRI. The piece that follows is an interview by David Brown with Deborah Wadsworth, a trustee of Bennington College. Wadsworth shares her "500-yard" view of trusteeship and its meaning for liberal arts institutions. According to Wadsworth, too many liberal arts colleges "have fallen prey to society's focus on individual achievement and personal gain at the expense of the common good." As a Bennington trustee, she has taken an active part in the college's effort to reorient its liberal education "so the public good, rather than self-interest, becomes a primary objective." The final essay, by Denise Dowling at the University of Montana, looks at the ever-evolving role of higher education through the prism of journalism. She suggests journalism is a discipline that "requires the public" and asks how the university can relate to the different knowledge a community brings to the examination of an issue. The story of her students and the Footbridge Forums is one of initial failure, yet ultimate success, as together both teachers and students struggle to connect their learning to the assets of the community. David Mathews, in his Afterword, offers his take on what this volume of essays and articles means for higher education. Always provocative, and never pedestrian, he shares his prescription for a renewed relationship between higher education and the public.

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) The Journey of a "Recovering Professional" (David W. Brown); (3) The Scholarship of Community Partner Voice (Sean Creighton); (4) Changing Public Culture: An Interview (Marguerite S. Shaffer and Lourdes Leon); (5) Partnerships for Supporting Local Health Efforts: The Link Between Rural Journalism and Public Health in One Rural Community (Laura H. Downey, Carol L. Ireson, F. Douglas Scutchfield, and Al Cross); (6) Democratic Partnerships: An Interview (Ira Harkavy); (7) "Democracy's Good Name: The Rise and Risks of the World's Most Popular Form of Government" By Michael Mandelbaum (Edith Manosevitch); and (8) Afterword (David Mathews). [For "Higher Education Exchange, 2007," see ED497932.]