000			03841cam a22004574a 4500
001			2011032229
003			DLC
005			20190729104855.0
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---
049			_aEY8Z
050	0	0	_aU428.5 _b.D68 2012
082	0	0	_a355.2/232071173 _223
084			_aPOL000000 _2bisacsh
100	1		_aDowns, Donald Alexander.
245	1	0	_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,âsÌ 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	1	0	_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	1	0	_aUnited States. _bArmy _xRecruiting, enlistment, etc.
700	1		_aMurtazashvili, Ilia, _d1975-
948			_au358573
949			_aU428.5 .D68 2012 _wLC _c1 _hEY8Z _i33039001264422
596			_a1
903			_a23638
999			_c23638 _d23638