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A sociological approach to education: A revision of community backgrounds of education.The great metropolis.

A sociological approach to education: A revision of community backgrounds of education.: The... One pleasure of travel, writes Von Ogden Vogt, is "the discovery of places that are descript." From "house building to worship," they reveal "a common view of life" and hence impress one with their "unity and charm," their "singleness of purpose." By implication, there are communities of another kind. There are nondescript places, areas of polyglot peoples and divergent cultures. These are mostly our great cities, tumultuous conglomerates that cohere but never really grow together. The metropolis, with its million or more people, is of this nature. Ever alive and ever changing, it is not restful to contemplate; it is, on the contrary, complex, exciting, and problematic. Chicago is representative of the world's great metropolitan centers. City of 3.4 millions and second largest in the nation, it is a place of towering skyscrapers, beautiful, arrogant avenues, and dingy tenements housing their uncountable, anonymous thousands. It is a city of extreme wealth and extreme poverty, a world-center of art and science, vice and crime. It is anything that anybody has said about it, many worlds that meet and mingle, wheels with a score of interlocking gears. To describe its life and structure, its personalities and institutions, its past and future, is manifestly impossible. Our aim will be to approximate such a picture. After this, as in preceding chapters, we shall generalize for the community type represented. (PsycInfo Database Record (c) 2022 APA, all rights reserved) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A sociological approach to education: A revision of community backgrounds of education.The great metropolis.

Cook, Lloyd Allen; Cook, Elaine Forsuth
American Psychological Association — Nov 10, 2014
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25 pages

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Publisher
McGraw-Hill Book Company
Copyright
Copyright © 1950 American Psychological Association
Pages
151 –176
DOI
10.1037/14612-007
Publisher site
See Chapter on Publisher Site

Abstract

One pleasure of travel, writes Von Ogden Vogt, is "the discovery of places that are descript." From "house building to worship," they reveal "a common view of life" and hence impress one with their "unity and charm," their "singleness of purpose." By implication, there are communities of another kind. There are nondescript places, areas of polyglot peoples and divergent cultures. These are mostly our great cities, tumultuous conglomerates that cohere but never really grow together. The metropolis, with its million or more people, is of this nature. Ever alive and ever changing, it is not restful to contemplate; it is, on the contrary, complex, exciting, and problematic. Chicago is representative of the world's great metropolitan centers. City of 3.4 millions and second largest in the nation, it is a place of towering skyscrapers, beautiful, arrogant avenues, and dingy tenements housing their uncountable, anonymous thousands. It is a city of extreme wealth and extreme poverty, a world-center of art and science, vice and crime. It is anything that anybody has said about it, many worlds that meet and mingle, wheels with a score of interlocking gears. To describe its life and structure, its personalities and institutions, its past and future, is manifestly impossible. Our aim will be to approximate such a picture. After this, as in preceding chapters, we shall generalize for the community type represented. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Published: Nov 10, 2014

Keywords: metropolises; community life; Chicago; structure; educational sociology

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