Richard B. Schwartz – författare

Originally compiled and published in 1979, this volume contains six plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old Maid; The Citizen; No One's Enemy but His Own; Three Weeks After Marriage.

Originally compiled and published in 1979, this volume contains six plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old Maid; The Citizen; No One's Enemy but His Own; Three Weeks After Marriage.

Originally compiled and published in 1979, this volume contains six plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old Maid; The Citizen; No One''s Enemy but His Own; Three Weeks After Marriage.

Originally compiled and published in 1979, this volume contains six plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old Maid; The Citizen; No One''s Enemy but His Own; Three Weeks After Marriage.

Accidental Soldier depicts Richard B. Schwartz's military experiences, first as an ROTC cadet at the University of Notre Dame and finally as an Army veteran teaching in Madison, Wisconsin. In 1959, Vietnam was little more than a word on a map; within ten years, Americans saw the Tet Offensive and their campuses in flames. Schwartz was at the ground zeroes of that time, teaching at the United States Military Academy from 1967-69 and then going to the University of Wisconsin, Madison, just after the Dow riots and before the bombing of Sterling Hall. The central portion of the book focuses upon Schwartz's experience at West Point, its cadets, officer corps and system of education. A sequel to his award-winning memoir, The Biggest City in America, Accidental Soldier reflects upon his military and academic experience through the perspective of an over forty-year teaching career, twenty-nine of which were spent as a dean at Wisconsin, Georgetown and the University of Missouri, Columbia.

Accidental Soldier depicts Richard B. Schwartz''s military experiences, first as an ROTC cadet at the University of Notre Dame and finally as an Army veteran teaching in Madison, Wisconsin. In 1959, Vietnam was little more than a word on a map; within ten years, Americans saw the Tet Offensive and their campuses in flames. Schwartz was at the ground zeroes of that time, teaching at the United States Military Academy from 1967-69 and then going to the University of Wisconsin, Madison, just after the Dow riots and before the bombing of Sterling Hall. The central portion of the book focuses upon Schwartz''s experience at West Point, its cadets, officer corps and system of education. A sequel to his award-winning memoir, The Biggest City in America, Accidental Soldier reflects upon his military and academic experience through the perspective of an over forty-year teaching career, twenty-nine of which were spent as a dean at Wisconsin, Georgetown and the University of Missouri, Columbia.

Theories of human development characteristically include a series of stages through which individuals are expected to pass if they are to achieve wholeness and happiness. Whether explicitly or not, such theories privilege "normalcy." Heroes, on the other hand, are commonly wounded individuals whose developmental "disabilities" are ultimately the source of their personal success and heroism. The Wounds that Heal examines developmental theory in the light of the heroic narrative and argues that such theory should be adjusted to accommodate the experience of those who are, in many ways, our principal role models. Four individuals are examined in depth: Jane Austen, T. E. Lawrence, Winston Churchill, and George S. Patton, Jr. The study draws on the experience of a host of other individuals, both historic and fictional, and includes materials designed to aid readers in defining their own views of the heroic as well as to become heroes or heroines in their own lives.

Theories of human development characteristically include a series of stages through which individuals are expected to pass if they are to achieve wholeness and happiness. Whether explicitly or not, such theories privilege "normalcy." Heroes, on the other hand, are commonly wounded individuals whose developmental "disabilities" are ultimately the source of their personal success and heroism. The Wounds that Heal examines developmental theory in the light of the heroic narrative and argues that such theory should be adjusted to accommodate the experience of those who are, in many ways, our principal role models. Four individuals are examined in depth: Jane Austen, T. E. Lawrence, Winston Churchill, and George S. Patton, Jr. The study draws on the experience of a host of other individuals, both historic and fictional, and includes materials designed to aid readers in defining their own views of the heroic as well as to become heroes or heroines in their own lives.

The twenty million students now pursuing higher education in America are paying more than history, culture and the consumer price index can possibly justify, while the product they are purchasing is one that has become systematically debased. General education has been depreciated, core curricula eroded, expectations (at all levels) reduced. Slightly above half of the currently-enrolled students are graduating and only half of those are finding employment commensurate with what was once understood to be an authentic college education. Many are saddled with crippling debt, a particularly cruel reality for those who are unemployed or underemployed and unable to remove their debts via bankruptcy.Commentators now refer to the college campus as a country club or a daycare facility, one that is populated by a host of counselors, tutors and hand-holders who serve an often unprepared or underprepared student body. Remedial courses are commonplace, even with the systematic reduction of expectations. Among competing nations, international tests place our 15 year-olds no higher than 19th in three critical categories. Many now speak of "K-16 education" as our colleges replicate the atmosphere and behaviors of our grammar and high schools.How did we reach this point? How did the erosion of faculty and curricular authority occur within our institutions of higher learning? What roles were played by the radical students of the 1960s? How did our colleges of education contribute to the problem? How did corporatist administrators replace academic leaders and leverage ideologies to extend bureaucracy, attract and secure tuition dollars at any intellectual cost and create self-serving career paths for individuals running across the cracking ice of ineptitude and a lack of personal commitment?Most important, how can we reverse this process, recapture the relevant strengths of past practices, escape the gray vocationalism we now encounter at every turn and return to principles and standards that can legitimately be termed authentic? How can we save the previously-marginalized students who suffer the most within the current system? These are the questions posed by this book.

The twenty million students now pursuing higher education in America are paying more than history, culture and the consumer price index can possibly justify, while the product they are purchasing is one that has become systematically debased. General education has been depreciated, core curricula eroded, expectations (at all levels) reduced. Slightly above half of the currently-enrolled students are graduating and only half of those are finding employment commensurate with what was once understood to be an authentic college education. Many are saddled with crippling debt, a particularly cruel reality for those who are unemployed or underemployed and unable to remove their debts via bankruptcy.Commentators now refer to the college campus as a country club or a daycare facility, one that is populated by a host of counselors, tutors and hand-holders who serve an often unprepared or underprepared student body. Remedial courses are commonplace, even with the systematic reduction of expectations. Among competing nations, international tests place our 15 year-olds no higher than 19th in three critical categories. Many now speak of "K-16 education" as our colleges replicate the atmosphere and behaviors of our grammar and high schools.How did we reach this point? How did the erosion of faculty and curricular authority occur within our institutions of higher learning? What roles were played by the radical students of the 1960s? How did our colleges of education contribute to the problem? How did corporatist administrators replace academic leaders and leverage ideologies to extend bureaucracy, attract and secure tuition dollars at any intellectual cost and create self-serving career paths for individuals running across the cracking ice of ineptitude and a lack of personal commitment?Most important, how can we reverse this process, recapture the relevant strengths of past practices, escape the gray vocationalism we now encounter at every turn and return to principles and standards that can legitimately be termed authentic? How can we save the previously-marginalized students who suffer the most within the current system? These are the questions posed by this book.