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<p>Many different participant-observers will contribute distinctive interpretations of these emerging developments. My personal experience and developed intellectual skills enable me to illuminate the advent of the digital campus, attuned to the historical implications of it for educational experience. I believe these historical implications are important and want to further their development in theory and practice as fully as I can.</p> | <p>Many different participant-observers will contribute distinctive interpretations of these emerging developments. My personal experience and developed intellectual skills enable me to illuminate the advent of the digital campus, attuned to the historical implications of it for educational experience. I believe these historical implications are important and want to further their development in theory and practice as fully as I can.</p> | ||
<p> | <p>Born in New York New York, a child of depression yuppies — dad, investment banking, & mom, dress design, to the age of 3 I was as a minor prince in Gramercy Park. I was then moved, to my delight, to a small farm in eastern Pennsylvania, where I enjoyed a Rousseauian childhood, looslely overseen while my parents commuted to their work. At 8, I began to shuffle between country and city beginning my formal education in elite schools — Buckley, Deerfield, Princeton (BA '61), and Columbia (PhD '68).</p> I came of age came fast, as well, owing to a job market then so different from now. In 1965, I became an assistant professor at Johns Hopkins, and in 1967, I joined the faculty at Columbia. Then I completed my PhD in 1968.</p> | ||
<p>Substantively, by the start of my 30s, I had published extensively and launched a budding career as a public intellectual. I had read my way through Princeton, sparked by the work of the Spanish thinker, José Ortega y Gasset, an interest that developed into my dissertation and then into a large, well-received first book, <i>Man and His Circumstances: Ortega as Educator</i>, published in 1971. I interpreted Ortega as a many-sided educator, first aiming at the renovation of Spanish public life and then seeking Jacques Barzun, co-sponsor of the dissertation, observed that the work had a prophetic tone, not as a criticism to be corrected but as a caution to be wary for the vision in it would not come easily.with Lawrence engaged in the free-wheeling study of political and educational thinking from Rousseau forward and an exploration of how modes of communication and material life affected personal and collective self-formation. | <p>Substantively, by the start of my 30s, I had published extensively and launched a budding career as a public intellectual. I had read my way through Princeton, sparked by the work of the Spanish thinker, José Ortega y Gasset, an interest that developed into my dissertation and then into a large, well-received first book, <i>Man and His Circumstances: Ortega as Educator</i>, published in 1971. I interpreted Ortega as a many-sided educator, first aiming at the renovation of Spanish public life and then seeking Jacques Barzun, co-sponsor of the dissertation, observed that the work had a prophetic tone, not as a criticism to be corrected but as a caution to be wary for the vision in it would not come easily.with Lawrence engaged in the free-wheeling study of political and educational thinking from Rousseau forward and an exploration of how modes of communication and material life affected personal and collective self-formation. | ||