Abstract
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.
Keywords
NormativePsychologySociology of EducationHigher educationScience educationSocial psychologyNatural (archaeology)SociologyPedagogyMathematics educationPolitical science
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Publication Info
- Year
- 1966
- Type
- article
- Volume
- 39
- Issue
- 1
- Pages
- 46-46
- Citations
- 44
- Access
- Closed
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Cite This
Zelda F. Gamson
(1966).
Utilitarian and Normative Orientations Toward Education.
Sociology of Education
, 39
(1)
, 46-46.
https://doi.org/10.2307/2111823
Identifiers
- DOI
- 10.2307/2111823