This book systematically analyzes the evidence on four key issues that have divided commentators on the community college: The community college's impact on students, business, and the universities; the factors behind its rise since 1900; the causes of its swift vocationalization after 1960; and what direction the community college should take in the future.

Leading scholar Jc Beall advances a contradictory Christology by addressing the apparent contradiction of Christ's being fully human and fully divine.

Contradictory Woolf is a collection of essays selected from approximately 200 papers presented at the 21st Annual International Conference on Virginia Woolf, hosted by the University of Glasgow. The theme of contradiction in Woolf's writing, including her use of the word "but", is widelyexplored in relation to auto/biography, art, philosophy, cognitive science, sexuality, animality, class, mathematics, translation, annotation, poetry, and war. Among the essays collected in this volume are the five keynote addresses - by Judith Allen, Suzanne Bellamy, Marina Warner, Patricia Waugh,and Michael Whitworth - as well as a preface by Jane Goldman and an introduction by the editors.

In this ground-breaking study, Jc Beall shows that the fundamental "problem" of Christology is simple to see from the role that Christ occupies: the Christ figure is to have the divine and essentially limitless properties of the one and only God but Christ is equally to have the human, essentially limit-imposing properties involved in human nature, limits essentially involved in being human. The role that Christ occupies thereby appears to demand a contradiction: all of the limitlessness of God, and all of the limits of humans. This book lays out Beall's contradictory account of Jesus Christ — and thereby a contradictory Christian theology.

This book systematically analyzes the evidence on four key issues that have divided commentators on the community college: The community college's impact on students, business, and the universities; the factors behind its rise since 1900; the causes of its swift vocationalization after 1960; and what direction the community college should take in the future.

American Higher Education in the Twenty-first century offers a comprehensive introduction to the central issues facing American colleges and universities. The contributors address major changes in higher education--including the rise of organized social movements, the problem of income inequality and stratification, the growth of for-profit and distance education, online education, community colleges, and teaching and learning-- will placing American higher education and its complex social and political context. --Cover.

Undergraduate students of the sociology of education, education and society and education studies.

What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children—but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way “this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.” Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes—to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, Someone Has to Fail looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much.