Edward P. St John, Jeffrey Bardzell, Wang Chen, Roger Hagan, Jerry Pattengale, Elias Samuels

Research output: Chapter in Book/Report/Conference proceedingChapter


Presaged by prophetic scholars, the secular turn, Cold War reforms, and the STEM agenda reinterpreted history to promote changes in the course of this nation. Bold action that reframes historical narratives for generation rising has flaws, even when reformers have the best possible intentions. I co-reflect with two historical thinkers, Elias Samuels and Roger Hagan, to recontextualize this complex history of leaders engaging in futurist advocacy reshaping historical trajectories. Our review of three crucial educational transformations reveals the limitations notions advanced by reformers from Horace Mann to William Bennett. Co-cases compare the US and Chinese educational foundations, introduce Human-Computer Interaction as an academic field, discuss a purpose-driven reform of undergraduate education, and review the export of Trinity College’s foundations’ program to Cambridge University. The future hinges on our ability to promote equity and provide quality education for rising generations of diverse students.

Original languageEnglish (US)
Title of host publicationCo-Learning in Higher Education
Subtitle of host publicationCommunity Wellbeing, Engaged Scholarship, and Creating Futures
PublisherTaylor and Francis
Number of pages30
ISBN (Electronic)9781000784275
ISBN (Print)9781032315126
StatePublished - Jan 1 2022

All Science Journal Classification (ASJC) codes

  • General Social Sciences


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