John A. Meacham – författare

This two-volume work levels both criticism and challenge to traditional developmental psychology. For too long, developmental psychologists have been studying individuals as if they developed in a sociocultural vacuum. As psychologists began to study the individual's development more broadly, they considered the impact of a number of other factors in the physical and social environment: early education, sociocultural differences, mass communication, alternative living arrangements, and medical care--to name but a few.Volume I, Historical and Cultural Issues, examines the problems of behavioral development from historical, political, theoretical, and cultural points of view. A number of content areas already familiar to developmental psychologists are discussed: Piaget's theory, perceptual development, socialization, and language acquisition. In addition, topics relatively unfamiliar to American psychologists are included: the contribution of early European developmentalists such as William and Clara Stern, Alfred Binet, and Eduard Spranger; and an introduction to recent Soviet developmental theory.Volume II, Social and Environmental Issues, considers the effects of changes in social and environmental conditions upon individual development. The expanding impact of technology such as the communications media, the importance of nutrition, and the design of playgrounds and other spaces for growing children are among the changes examined, as are the impact of social organizations and interactions within small groups, focusing upon preschool education, interaction within the family, and personality development throughout the individual's life.

This two-volume work levels both criticism and challenge to traditional developmental psychology. For too long, developmental psychologists have been studying individuals as if they developed in a sociocultural vacuum. As psychologists began to study the individual's development more broadly, they considered the impact of a number of other factors in the physical and social environment: early education, sociocultural differences, mass communication, alternative living arrangements, and medical care--to name but a few.Volume I, Historical and Cultural Issues, examines the problems of behavioral development from historical, political, theoretical, and cultural points of view. A number of content areas already familiar to developmental psychologists are discussed: Piaget's theory, perceptual development, socialization, and language acquisition. In addition, topics relatively unfamiliar to American psychologists are included: the contribution of early European developmentalists such as William and Clara Stern, Alfred Binet, and Eduard Spranger; and an introduction to recent Soviet developmental theory.Volume II, Social and Environmental Issues, considers the effects of changes in social and environmental conditions upon individual development. The expanding impact of technology such as the communications media, the importance of nutrition, and the design of playgrounds and other spaces for growing children are among the changes examined, as are the impact of social organizations and interactions within small groups, focusing upon preschool education, interaction within the family, and personality development throughout the individual's life.

The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions.The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution's fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development.From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas.In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions. The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution''s fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development. From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas. In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions. The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution''s fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development. From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas. In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

This two-volume work levels both criticism and challenge to traditional developmental psychology. For too long, developmental psychologists have been studying individuals as if they developed in a sociocultural vacuum. As psychologists began to study the individual''s development more broadly, they considered the impact of a number of other factors in the physical and social environment: early education, sociocultural differences, mass communication, alternative living arrangements, and medical care--to name but a few.Volume I, Historical and Cultural Issues, examines the problems of behavioral development from historical, political, theoretical, and cultural points of view. A number of content areas already familiar to developmental psychologists are discussed: Piaget''s theory, perceptual development, socialization, and language acquisition. In addition, topics relatively unfamiliar to American psychologists are included: the contribution of early European developmentalists such as William and Clara Stern, Alfred Binet, and Eduard Spranger; and an introduction to recent Soviet developmental theory.Volume II, Social and Environmental Issues, considers the effects of changes in social and environmental conditions upon individual development. The expanding impact of technology such as the communications media, the importance of nutrition, and the design of playgrounds and other spaces for growing children are among the changes examined, as are the impact of social organizations and interactions within small groups, focusing upon preschool education, interaction within the family, and personality development throughout the individual''s life.

This two-volume work levels both criticism and challenge to traditional developmental psychology. For too long, developmental psychologists have been studying individuals as if they developed in a sociocultural vacuum. As psychologists began to study the individual''s development more broadly, they considered the impact of a number of other factors in the physical and social environment: early education, sociocultural differences, mass communication, alternative living arrangements, and medical care--to name but a few.Volume I, Historical and Cultural Issues, examines the problems of behavioral development from historical, political, theoretical, and cultural points of view. A number of content areas already familiar to developmental psychologists are discussed: Piaget''s theory, perceptual development, socialization, and language acquisition. In addition, topics relatively unfamiliar to American psychologists are included: the contribution of early European developmentalists such as William and Clara Stern, Alfred Binet, and Eduard Spranger; and an introduction to recent Soviet developmental theory.Volume II, Social and Environmental Issues, considers the effects of changes in social and environmental conditions upon individual development. The expanding impact of technology such as the communications media, the importance of nutrition, and the design of playgrounds and other spaces for growing children are among the changes examined, as are the impact of social organizations and interactions within small groups, focusing upon preschool education, interaction within the family, and personality development throughout the individual''s life.

The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions.The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution's fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development.From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas.In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

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