Texts:1969 The End of an Order: Difference between revisions

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<p>While signaling a desirable end, the crisis is not itself desirable, for the clashes it occasions destroy much of enduring value. Alienated students whose experience is only with the Cold War institution do not distinguish between a pernicious guiding principle and the valuable parts that the principle shapes into an undesirable whole. Hence, their negations through direct action are undiscriminating and may destroy the remnants of autonomous intellect that will be the source of any alternative institution. Mere negation leads logically to suicide. Instead we should go beyond the crisis to affirm a new institution.</p>

<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p></div~~><ref>The published part of the essay ended here. The unpublished part, more directly addressed to a Techers College audience, continued as below.</ref~~>

<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p></div>

<h4>Untimely Observations</h4>

<h4>Untimely Observations<ref>The published part of the essay ended and the unpublished part, more directly addressed to a Teachers College audience, continued here.</ref></h4>

<div class="nums"><p>For Teachers College, the Cold War period has been one of transition; but the precise destination of that transition is still to be determined. We will help develop a new <i>idée directrice</i> for American education as we put our house in order and begin to move in a definite direction. Hence, we need a historic sense of where we are, not to pass judgment on ourselves, but to see where we might go and how we might get there.</p>

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 <p>While signaling a desirable end, the crisis is not itself desirable, for the clashes it occasions destroy much of enduring value. Alienated students whose experience is only with the Cold War institution do not distinguish between a pernicious guiding principle and the valuable parts that the principle shapes into an undesirable whole. Hence, their negations through direct action are undiscriminating and may destroy the remnants of autonomous intellect that will be the source of any alternative institution. Mere negation leads logically to suicide. Instead we should go beyond the crisis to affirm a new institution.</p>
-<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p></div><ref>The published part of the essay ended here. The unpublished part, more directly addressed to a Techers College audience, continued as below.</ref>
+<p>We can do so only by articulating a new <i>idée directrice</i>, another guiding principle, which will effectively integrate anew our vast common energies; and this will not be easily done. To make a new institution in the intangible sense, one does not proclaim a plan and command others to put it into operation. A guiding principle becomes operative as it diffuses freely through public opinion under the gentle pressure of cogent discourse. To occasion such discussion, let us close by putting the question. Over the coming decades, what institution, what principle, can give a humane, productive order to the full range of our educational concerns? What thought, thus, will steer all things through all things?</p></div>
-<h4>Untimely Observations</h4>
+<h4>Untimely Observations<ref>The published part of the essay ended and the unpublished part, more directly addressed to a Teachers College audience, continued here.</ref></h4>
 <div class="nums"><p>For Teachers College, the Cold War period has been one of transition; but the precise destination of that transition is still to be determined. We will help develop a new <i>idée directrice</i> for American education as we put our house in order and begin to move in a definite direction. Hence, we need a historic sense of where we are, not to pass judgment on ourselves, but to see where we might go and how we might get there.</p>