ERIC Number: ED498972
Record Type: Non-Journal
Publication Date: 2006-Jul
Reference Count: 0
Preparing Stewards of the Discipline. Carnegie Perspectives
Carnegie Foundation for the Advancement of Teaching
To direct attention to the expectations for leadership, integrity and responsibility of the doctorate, the author argues for the creation of a ritual ceremony of initiation for students entering doctoral education. Defining stewardship as encompassing a set of roles and skills that ensure competence and a set of principles to provide a moral compass, a Ph.D. holder should be capable of generating new knowledge and defending knowledge claims against challenges and criticism; of conserving the most important ideas and findings that are a legacy of past and current work; and of transforming knowledge that has been generated and conserved by teaching well to a variety of audiences, including those outside formal classrooms. For the writer, stewards have a responsibility to apply their knowledge, skills, findings and insights in the service of problem solving or greater understanding, and to adopt a sense of purpose that is larger than oneself. Over the course of their education, students' identities will be transformed from history student to historian, from physics student to physicist. Along the way they will be assailed by challenges and doubts. An induction ceremony that celebrates a vision of stewardship, writes Golde, can serve as a tangible reminder of their calling, a touchstone as they accept their role as stewards.
Descriptors: Ceremonies, Doctoral Programs, Integrity, Leadership Responsibility, Doctoral Degrees, Moral Values, Graduate Students, Student Development, Expectation, Intellectual Disciplines, Competence, Citizenship Responsibility
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: firstname.lastname@example.org; Web site: http://www.carnegiefoundation.org
Publication Type: Opinion Papers
Education Level: Higher Education
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA.