MARC Record from Library of Congress

LEADER: 03666cam a22003854a 4500
001 2011032229
003 DLC
005 20120608171110.0
008 110727s2012 nyu b 001 0 eng
010 $a 2011032229
016 7 $a015903628$2Uk
020 $a9780521192323 (hardback)
020 $a0521192323 (hardback)
020 $a9780521156707 (pbk.)
020 $a052115670X (pbk.)
035 $a(OCoLC)ocn749115620
040 $aDLC$beng$cDLC$dYDX$dUKMGB$dBTCTA$dYDXCP$dDLC
042 $apcc
043 $an-us---
050 00 $aU428.5$b.D68 2012
082 00 $a355.2/232071173$223
084 $aPOL000000$2bisacsh
100 1 $aDowns, Donald Alexander.
245 10 $aArms and the university :$bmilitary presence and the civic education of non-military students /$cDonald Alexander Downs, Ilia Murtazashvili.
260 $aNew York :$bCambridge University Press,$c2012.
300 $axiii, 441 p. ;$c25 cm.
520 $a"Alienation between the U.S. military and society has grown in recent decades. Such alienation is unhealthy, as it threatens both sufficient civilian control of the military and the long-standing ideal of the citizen soldier. Nowhere is this issue more predominant than at many major universities, which began turning their backs on the military during the chaotic years of the Vietnam War. Arms and the University probes various dimensions of this alienation, as well recent efforts to restore a closer relationship between the military and the university. Through theoretical and empirical analysis, Donald Alexander Downs and Ilia Murtazashvili show how a military presence on campus in the form of ROTC (including a case study of ROTC,♯s̥ return to Columbia and Harvard universities), military history, and national security studies can enhance the civic and liberal education of non-military students, and in the process help to bridge the civil-military gap"-- Provided by publisher.
504 $aIncludes bibliographical references and index.
505 8 $aMachine generated contents note: Part I. A Normative and Pedagogical Framework: 1. The closing of the university mind: the military/university gap and the problem of civic and liberal education; 2. Education in the regime: how a military presence can enhance civic and liberal education; Part II. ROTC and the University: 3. ROTC and the university: an introduction; 4. ROTC and the Ivies: before the storm; 5. ROTC and the Ivies: the divorce; 6. ROTC, Columbia, and the Ivy League: Sisyphus renews his quest to renew a troubled relationship; 7. Post-DADT: Sisyphus nears the top of the mountain; 8. Pedagogy and military presence: the educational influence of student-soldiers in their own words; 9. Winning hearts and minds?: The consequences of military presence for non-military students; Part III. Military History Examined: 10. Military history: an endangered or protected species?; 11. Half empty or half full?: Military historians' perspectives on the status of military history and the leading departments; 12. Military presence in security studies: political realism (re)considered; 13. Security studies in the wake of the Cold War university: paragons of productive fiction, or throwing the baby out with the bathwater?; Part IV. Concluding Thoughts: 14. Conclusion: placing the military in the university.
610 10 $aUnited States.$bArmy.$bReserve Officers' Training Corps.
650 0 $aEducation, Humanistic$zUnited States.
650 0 $aSoldiers$xEducation (Higher)$zUnited States.
650 0 $aCivil-military relations$zUnited States.
610 10 $aUnited States.$bArmy$xRecruiting, enlistment, etc.
700 1 $aMurtazashvili, Ilia,$d1975-