Growth and Control
Why did the German research model take root so rapidly within the American university?
American scientists born around and after 1840 desired to receive an education like the one given to students of higher learning in Germany. German education advocated learning for the sake of learning, not necessarily to satisfy some immediate economic need, as well as "investigation and writing," or a focus on individual's research rather than on the traditional class taught by a teacher in a lecture scenario. IN addition, German education was of an idealistic bent. American scientists were excited to apply these German ideals to their own educations because they wanted to be infatuated with pure science rather than pursuing a utilitarian or philosophical education ("Research" p.127). These students were attracted to pure science or pure learning.
B. What were the major implications of this model for faculty members?
The major implications of the German model for faculty members was the emphasis shift from teaching to research. Faculty members were expected to act as guides to student research rather than lecturers. In addition, faculty members were expected to have a great understanding and love of pure science, seeking to promote the study of science of science's sake. In addition, faculty members debated amongst themselves about the proper nature of scientific research and whether or not they were doing it ("Research" p. 135).
C. Why was there a need for more central administration during this period?
Professors trained in the German school tended to pay little attention to the more administrative tasks of education, such as taking attendance and keeping track of students outside of the classroom ("Research" p.138). An overarching structure was now needed to manage the small departments of research and the research endeavors of faculty and students. Further, funding became an issue that the administration had to deal with.
