1 Brawley, Edward A.The New Human Service Worker: Community College Education and the Social Services (New York: Praeger Publishers, 1975), p. 20-20.
2.
2 Brawley, Edward A. and Ruben SchindlerCommunity and Social Service Education in the Community College: Issues and Characteristics (New York: Council on Social Work Education, 1972), pp. 68-72.
3.
3 Drake, Sandra L., ed. 1978Community, Junior and Technical College Directory 'Washington, DC: American Association of Community and Junior Colleges, 1978).
4.
4 Directory of Associate Degree Programs in Mental Health and Human Services (Atlanta: Southern Regional Education Board, September 1978).
5.
5 Swift, Joan W. Human Service Career Programs and the Community College (Washington, DC: American Association of Junior Colleges, 1971), Brawley and Schindler, op. cit., and Edward A. Brawley, “Community College Programs for the Human Services: Results of a National Survey” The Pennsylvania State University, University Park, PA. August 1979. (Unpublished manuscript.)
6.
6 For a recent discussion of the goals of liberal education and its relationship to vocation preparation, see Don A. Carpenter, “Bridging the Gap Between Vocational Education and the Liberal Arts”, Community College Review, Vol. 6, No. 3 (Winter 1979) pp. 13-23.
7.
7 Brawley, “Community College Programs for the Human Services”, op. cit.
8.
8 O'Banion, Terry, “Humanizing Education in the Community College”, Journal of Higher Education, Vol. XLII, No. 8 (Winter 1971), pp. 657-668.
9.
9 Cross, K. PatriciaBeyond the Open Door (San Francisco: Jossey-Bass, 1971).
10.
10 Aldridge, Gordon J. and Earl J. McGrathLiberal Education and Social Work (New York: Teachers College, Columbia University, 1965), p. 16-16.
11.
11 Dressel, Paul L., Lewis B. Mayhew and Earl J. McGrathThe Liberal Arts as Viewed by Faculty Members in Professional Schools (New York: Teachers College, Columbia University, 1959), p. 59-59.
12.
12 The pronouns “he” and “his” are used throughout this paper to refer to both sexes, in the absence of an acceptable alternative that is not awkward and distracting.
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13 Combs, Arthur W.Learning More About Learning (Washington, DC: Association for Supervision and Curriculum Development, 1959). According to Combs: “The failures of education are not failures of providing information. When we have difficulties with learning, it is because we have not been as successful as we would like in the process of translating information into behaving.... Learning, we are coming to understand, is a problem of an individual's personal discovery of meaning.” (p. 9).
14.
14 Cross, K. PatriciaBeyond the Open Door, op. cit.
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15 Stephen Spurr has suggested that undergraduate education might more productively begin with concentrated study in a specialized area, with later progression to broader study. See Stephen H. Spurr, Academic Degree Structures: Innovative Approaches (New York: McGraw-Hill, 1970). Joan Swift and Arnulf Pins have both suggested that community college programs in the human services might represent an inversion of the usual pattern of undergraduate education by providing specific practice courses first and building in the general education later. However, both of these authors imply a somewhat “technical” kind of education. See Joan W. Swift, Human Services Career Programs and the Community College, op. cit., pp. 31-32; and Arnulf M. Pins, “Changes in Social Work Education and Their Implications for Practice”, Social Work, Vol. 16, No. 2 (April 1971), p. 8.
16.
16 Dressel, Mayhew, and McGrathThe Liberal Arts, op. cit., p. 61-61.
17.
17 Dressel, Paul L.College and University Curriculum (Berkeley, CA: McCutchen, 1968), pp. 62-63.
18.
18 Bellack, Arno“The Structure of Knowledge and the Structure of the Curriculum”, in Dwayne Huebner, ed., A Reassessment of the Curriculum (New York: Teachers College, Columbia University, 1964), pp. 25-40.
19.
19 Quoted in Thomas S. Kuhn, The Structure of Scientific Revolutions (Chicago: University of Chicago Press, 1962), p. 18-18.
