Utilitarian and Normative Orientations Toward Education

Bibliographic Data

ID2544167
AuthorsZelda F Gamson (corresponding author)
Year1966
Volume39
Issue1
Pages46
Publication date1966-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSociology of Education (JOURNAL)
Journal identifiersISSN: 0038-0407 • E-ISSN: 1939-8573
PublisherJSTOR (PUBLISHER)
DOI10.2307/2111823
OpenAlexW2330352195
LanguageEN
Citations received14

This paper analyses the collective conceptions and norms which developed on the faculty at a newly founded small college of general education in a state university. Conceptions of students, educational objectives, norms regarding student-faculty relations, and conceptions of effects on students are the four major areas examined. Sharp differences among faculty members emerged early in the history of the College. These differences crystallized into belief systems based in the two dominant departments, the natural sciences and social sciences. The natural science orientation was predominantly utilitarian: it emphasized cognitive effects on students, was unconcerned about developing high student commitment to the College, and encouraged faculty to maintain some distance from students. The social science orientation was 'normative: faculty were to reach students personally as well as intellectually, encourage high student commitment, and promote close, egalitarian relationships with students

Higher education · Mathematics education · Natural (archaeology) · Normative · Pedagogy · Political science · Science education · Sociology · Sociology of Education · Academic Freedom and Politics · Higher Education Research Studies · Psychology · Social Psychology

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