TDC/PUP GL7 Author Information: Difference between revisions
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:Princeton, NJ, 08540-5046<br> | :Princeton, NJ, 08540-5046<br> | ||
:(646) 464-4531 (phone & text)<br> | :(646) 464-4531 (phone & text)<br> | ||
:rom2@tc.columbia.edu ( | :rom2@tc.columbia.edu (or) | ||
:robbie@aplacetostudy.org</div> | |||
<ul><li>Born in 1939 in New York City, I did well in good schools—Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — forming an interest in cultural history in relation to educational theory and practice.</li> | <ul><li>Born in 1939 in New York City, I did well in good schools—Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — forming an interest in cultural history in relation to educational theory and practice.</li> | ||
<li>I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>media and communications as agents of change in education and culture</i>. </li> | <li>I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>media and communications as agents of change in education and culture</i>. </li> | ||
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<li>"The Dynamics of Decline: Why Education Can No Longer Be Liberal" <i>Phi Delta Kappan</i> (60:9, May 1979, pp. 636–640). [https://rmcc4.com/pdf/1979_dynamics_decline_education.pdf Link]). It gave my version of how and why liberal education has weakened. </li> | <li>"The Dynamics of Decline: Why Education Can No Longer Be Liberal" <i>Phi Delta Kappan</i> (60:9, May 1979, pp. 636–640). [https://rmcc4.com/pdf/1979_dynamics_decline_education.pdf Link]). It gave my version of how and why liberal education has weakened. </li> | ||
<li>"Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215). [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]). I asked whether and how, where, when, and why interacting with cultural resources in digital form would have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i>will essentially revisit this concern 40 years later. </li> | <li>"Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215). [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]). I asked whether and how, where, when, and why interacting with cultural resources in digital form would have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i>will essentially revisit this concern 40 years later. </li> | ||
<li>From 1986 to 2001, I worked | <li>From 1986 to 2001, I worked on developing large-scale projects to demonstrate how networked multimedia communications could enable a humane transformation in the spectrum of educational possibilities.</li> | ||
<div style="margin-left: 0.16in";><li> | <div style="margin-left: 0.16in";><li>In 1990, a major proposal to IBM, <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>, requested $5.4 million plus equipment over 5 years ([https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]). Over 6 months and many meetings, IBM internally vetted this proposal favorably but then stopped it and all other external commitments owing to a serious downturn in its business. The failed proposal had a significant rationale and a productive afterlife, however.</li> | ||
<li>I | <li>I explained the ideas behind it in an eBook, <i>Power and Pedagogy: Transforming Education through Information Technology</i> (Institute for Learning Technologies, 1992, [https://rmcc4.com/pdf/1992_power_and_pedagogy.pdf Link]).</li> | ||
<li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94 | <li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94, [https://rmcc4.com/pdf/1992-Risk-and-Renewal-McClintock-et-al.pdf Link]), that drew considerable public attention.</li> | ||
<li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, | <li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, amplified with $11 million in matching effort. Work through it established sophisticated local area networks in and among selected schools throughout NYC (1996-2000).</li> | ||
<li>Finally (1998-2001), the NYC Board of | <li>Finally (1998-2001), the NYC Board of Education’s Taskforce on Teaching and Learning in Cyberspace advanced a huge project (circa $11 <i>billion</i>) to create a city-wide network and equip all NYC students and teachers, grades 4-12, with specially designed laptops for use at home and school. I wrote the pedagogical rationale for it, <i>Smart Cities, New York: Electronic Education for the New Millennium</i> (ILT, [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]). The Board issued an RFP and two coalitions of major computer, publishing, and consulting companies formed and swiftly vanished among the financial expectations destroyed by the dotcom crisis.</li></ul> | ||
<p><i>Smart Cities </i>was wildly ahead of its time. Sobered, I stopped writing proposals and turned back to reflective themes of pedagogical thought and practice.</p> | <p><i>Smart Cities </i>was wildly ahead of its time. Sobered, I stopped writing proposals and turned back to reflective themes of pedagogical thought and practice.</p> | ||
<ul><li><i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]). How might the study of education, if situated among the arts and sciences, differ from its study in professional schools?</li> | <ul><li><i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]). How might the study of education, if situated among the arts and sciences, differ from its study in professional schools?</li> | ||