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702 Eric Trist Teaching - service - research discrepancies 9. Universities in the United States exist in large numbers, in a great variety of sizes and at many levels of excellence. Some are private, others are public, the latter being supported either by one of the States or by a municipality. Alongside them are several other types of higher educational institution, such as liberal arts colleges, teachers colleges and technological institutions, which award bachelor’s and master’s degrees and are teaching rather than research organiza- tions with doctoral programmes. In 1966 there were 1,582 four-year institutions of higher education of which 157 were classed as universities. They awarded 94% of the Ph.D.s.31 IO. As regards numbers of students, about three-fourths of the 17-18 year old age group now complete secondary school. Nearly half of this total group (about one-third of the females and half of the males) enter institutions of higher education. Of this proportion, a little more than half receive a baccalaureate degree. In short, more than 15 percent of the youth (about 25 % of the males) in the United States now obtain a higher education degree.31 Only small proportions of those completing 6rst degrees proceed to graduate schools. Nevertheless, these constitute a very large potential ‘research force’ compared with those entering graduate studies in any other country. In 1964-5 no less than 538,900 men and women were in some stage of graduate work; 16,500 obtained Ph.D.s. As the table on p. 703 indicates, some 3,000 of these were in the social sciences.* UNITED STATES. Degrees awarded by institutions of higher education: selected years 1869-1870 to 1964-1965 Years Baccalaureate Master’s Doctorates and first professional degrees 1869-1870 9,400 1899-1900 27,400 1929-1930 122,500 1939-1 940 186,500 1949-1950 432,100 1959-1960 392,400 1964-1965 535,000 SOURCE: us Office of Education. 0 1,600 15.000 26,700 58,200 74,400 IIZ,IOO I 382 2,299 3,290 6,420 9,829 16,467 11. The social sciences can be said to have attained full recognition in the us for purposes of general education. In this context they are treated like one of the humanities (c.f. the number of bachelors). As a basis for preparing for social professions they have attained considerable but incomplete recognition. In some of these professions they are still treated as desirable rather than neces- sary; in others they play an increasing part in the integral requirements. As fields recognized as requiring intense research concentration they are farther * If a number of historians should be subtracted from this figure, a number of applied social scientists, included under education, should be added.
The organization and financing of research 703 UNITED STATES. Baccalaureate and doctorate degrees, by field of study, 1954-1955, 1964-1965, and projected to 1974-1975 (in thousands) Bachelor's and rst professional degrees Physical sciences" Biological sciences Engineering Agricultureb Health professions" Social sciencesd Education All other Total I8 9 23 7 23 40 53 114 287 40 25 37 8 28 IO0 96 205 539 ~ ~ ~~ ~~ Doctorates Physical sciences" 1.97 3.53 7.64 Biological sciences .99 1.92 3.78 Engineering .60 2.12 6.88 Agricultureb .5I .55 I .oo Health professions" .I9 .I7 .I7 Social sciencesd 1.76 3.03 6.03 Education 1.47 2,37 4.35 All other 1.36 2.75 5.95 Total 8.84 16.47 35.80 a Also includes mathematics, statistics, and science, general program. Includes forestry. Includes medicine, dentistry, nursing, and other health professions. Includes anthropology, economics, history, political science, sociology, psychology, and others. SOURCE: National Science Foundation, based on us Office of Education data. behind - despite the fact that social science has become 'big science' and that 3,000 Ph.D.s are turned out annually. 12. The faculty position is illustrated in the table below, which gives for universities and four-year colleges in 1962 the numbers of faculty* in: basic social science disciplines (anthropology, economics, political science, psychology, sociology) ; related professional and applied disciplines (business and administrative studies, social work, education, law, agricultural economics and some parts of the health field); basic natural science disciplines (physical and biological) ; related professional and applied disciplines (engineering, the health sciences and professions, and agriculture). The last line of figures, cal- culated on a different basis, contrasts all those engaged in research in the social and natural sciences (including engineering) in universities and four-year * Tenure faculty in American universities are sometimes estimated as giving on the average a third of their time to research, though the proportion is much lower for four- year colleges. There are, in addition, many junior personnel combining teaching and research without tenure, part-timers and others whole time in research at various levels.31
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Main trends of research in the soci
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The following disciplines and areas
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Library of Congress Catalog Card Nu
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VI Table of confents CHAPTER m Psyc
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Preface When, at the end of 1962, t
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Preface XI ing out the project and,
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Preface XIII on the heavy responsib
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Preface xv development, fruitfulnes
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Preface xvu understanding, respect
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ANNEX I Non-governmental organizati
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Canagaratnam, P. Caruso, I. Casimir
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Kirschen, E.S. Klaff, H. Koniis, A.
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Schmitz, A. Schnubnell, H. Schnur,
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ANNEX III Extended panel of consult
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xxx Samy Friedman of major trends e
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XXXII Sarny Friedman ‘schools’
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XXXIV Samy Friedman conservatism) i
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XXXVI Samy Friedman only hypotheses
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XXXVIII Samy Friedman is that of th
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XL Samy Friedman and endeavours to
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XLII Samy Friedman era1 description
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XLW Samy Friedman rightly considers
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XLVI Samy Friedman States of Americ
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INTRODUCTION The place of the scien
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The place of the sciences of man in
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Tle place of the sciences of man in
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Theplace of the sciences of man in
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n e place of the sciences of man in
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llaeplace of the sciences of man in
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me place of the sciences of man in
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m e place of the sciences of man in
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Theplace of the sciences of man in
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CHAPTER I Sociology P. F. LAZARSFEL
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Sociology 63 development. The very
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Sociology 65 survey was undertaken
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Sociology 67 I. Imagery. The though
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Sociology 69 voting turnout than wo
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Sociology 71 wise. Similarly, in th
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Sociology 73 the conduct of its mem
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Sociology 75 writers like Max Weber
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Sociology 77 were the background ag
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Sociology 79 in England has objecti
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Sociology 81 about students who hav
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Sociology 83 leadership is romantic
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Sociology 85 the school system. Par
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Sociology 87 specific cases. Early
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sociology 89 stand the methods by w
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Sociology 91 written text, the size
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Sociology 93 While the idea of role
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Sociology 95 c. Communist countries
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Sociology 97 the sole purpose of in
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He puts his argument as follows: So
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Sociology IOI way, as a directive t
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Sociology 103 sociologists which th
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Sociology 105 ing of values, social
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Sociology 107 g le~els.~9 Others de
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Sociology I 09 But what if the dist
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Sociology I I I In a way, Gouldner
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Sociology I I 3 look at them as iso
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Sociology I I 5 invectives multipli
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Sociology I 17 3. L'ambiguite'diale
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IV. NATIONAL VARIATIONS IN SOCIOLOG
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Sociology I 2 I In developed countr
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Sociology 123 both rapid and uneven
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Sociology 125 So far as East Pakist
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Sociology 127 Latino-americana de C
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Sociology I 29 training exists to p
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Sociology I 3 I The language of soc
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Sociology 133 application. For one,
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Sociology 135 ‘marginal men’ we
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Sociology 137 hensive volumes. New
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Sociology 139 carries about with hi
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Sociology 141 answers to themselves
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Sociology 143 probably become the m
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Sociology I 45 learning by reinforc
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Sociology 147 riage is bound to be
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Sociology 149 tried to get away fro
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Sociology I 5 I the average, these
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Sociology 153 12. Runciman’s chap
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Sociology 155 manism), Moscow, ‘P
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Sociology 157 dealing simultaneousl
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Sociology I 59 Siebeck), 1967; A. L
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Sociology 161 in: Contemporary Soci
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Sociology 163 I 81. A. PAPANASTASIO
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Sociology I 65 230. G. A. DE Vos,
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Political science 167 2. Objectivit
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Political science 169 specializatio
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Political science 171 4. It should
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Political science 173 law and histo
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Political science 1-75 This certain
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Political science I 77 Can one clai
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Political science 179 4. Recent cha
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Political science 181 I. The United
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Political science I 83 3. The Europ
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Political science I 85 culture, now
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Political science 187 regognizable
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Political science I 89 b. Partial t
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Political science 191 2. Area studi
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Political science 193 financial and
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Political science 195 relation with
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Political science 197 competition i
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Political science 199 This is undou
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Political science 201 different ter
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Political science 203 ‘guided dem
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Political science 205 than to resea
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Political science 207 Summary. As f
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Political science 209 means limited
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Political science 21 I effort has b
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Political science 213 eighteenth ce
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Political science 21 5 the work don
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Political science 217 6. Constituti
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Political science 219 our unit of i
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Political science 22 I b. Partial t
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Political science 223 SPIRO, World
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CHAPTER III Psychology JEAN PIAGET
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Psychology 227 the general acceptan
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Psychology 229 from the same view-p
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Psychology 23 I organism to a ‘bl
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PSyChdOgJ’ 233 choice of inputs s
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3. The organicist trend and the rel
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Psychology 237 Lastly, with Fessard
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Psychology 239 derived from heredit
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Psychology 241 the matter of percep
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Psychology 243 common to all indivi
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Psychology 245 11. Before giving an
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Psychology 247 H. Sinclair was able
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Psychology 249 I. In order to under
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Psychology 251 It soon becomes evid
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Psychology 253 ice of a new goal, o
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Psychology 255 ly valid; thus in se
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PSYChOlOgy 257 nothing more than th
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Psychology 259 ed by a second gener
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Psychology 261 said ‘All right, b
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Psychology 263 cence. We had to wai
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Psychology 265 This being the case,
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Psychology 267 relations between pr
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Psychology 269 means of new combina
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Psychology 2 7 I or logical truth i
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Psychology 273 of physics theories
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Psychology 275 of psychology would
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Psychology 277 deaf and dumb, and b
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Psychology 279 ties of a discipline
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Psychology 28 I Gestalt psychologis
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CHAPTER IV Economics INTRODUCTION T
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Economics 285 proved to be so intri
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Economics 287 ic analysis. The depr
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Economics 289 mies as socialism or
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Economics 29 I value. They also res
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Economics 293 in economics against
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Economics 295 There is a great cont
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Economics 297 of economics from soc
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Economics 299 education which the s
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Economics 301 nomics, or to any oth
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Economics 303 fact that the scope a
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Economics 305 The situation in macr
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Economics 307 But how are the accou
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Economics 309 the three, as the cla
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Economics 3 I I tation with reality
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Economics 3 I 3 Account must be tak
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Economics 3 15 and in the long run,
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Economics 3 I 7 to imagine that it
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Economics 3 19 ditional’ and ‘m
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Economics 3 2 I games, the theory o
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Economics 323 the investigation of
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Economics 325 amounts to the same t
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Economics 327 and so on, are assume
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Economics 329 Against this backgrou
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Economics 33 I regularities which r
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Economics 333 distribution is large
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D. Problems of economic planning Ec
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Economics 337 be no active control
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Economics 339 longer any doctrinal
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Economics 341 the sense of being de
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Economics 343 to take an example -
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Economics 345 that he is influenced
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Economics 347 entitled ‘Quantitat
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Economics 349 and 0. HIRSCHMAN. We
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CHAPTER V Demography JEAN BOURGEOIS
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Demography 353 graphic research. It
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Demography 355 accumulation; so muc
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Demography 357 return to this quest
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Demography 359 18. It is believed t
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Demography 361 societies reduce fer
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Demography 363 between the individu
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Demography 365 by biological and so
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Demography 367 hasten to indicate t
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Demography 369 From a consideration
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Demography 371 count, and this brin
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Capital income 61. The income from
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Demography 375 value of such margin
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Demography 311 ulation ill adapted
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Demography 379 electronic computers
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Demography 381 The new audio-visual
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Demography 383 the social group, an
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Demography 385 going to lead us, bu
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Demography 387 body. The increasing
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Demography 389 - the Milbank Memori
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Demography 391 We have already said
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Demography 393 Conference which out
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Demography 395 129. Again in the Un
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Demography 397 b. It has drawn up a
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Demography 399 Let us take the case
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Demography 401 size of family, rura
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Demography 403 155. The Office of P
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Demography 405 population, ‘quasi
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Demography 407 173. This practical
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Demography 409 electronic computers
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Demography 41 I R. COOK, ‘Lethal
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Demography 413 J. R. SEAGRAVE, ‘A
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Demography 415 H. HYRENIUS and I. A
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Demography 417 143. J. MAGAUD, ‘E
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CHAPTER V1 Linguistics ROMAN JAKOBS
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Linguistics 421 of natural sciences
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Linguistics 423 pointed to the deci
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Linguistics 425 various hybrid form
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Linguistics 427 phenomena it functi
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Linguistics 429 many of these topic
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Linguistics 43 I sociocultural prob
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Linguistics 433 results of this lin
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Linguistics 435 Also in the child
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Linguistics 437 ‘The adaptive nat
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Linguistics 439 sequences are equat
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Linguistics 441 him and his discipl
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Linguistics 443 anticipatory model
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Linguistics 445 ful units, namely m
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Linguistics 447 guists, nevertheles
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Linguistics 449 39. DEVORE, I., (ed
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Linguistics 45 I rr4. MACKAY, D. M.
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Linguistics 453 183. WAISMANN, F.,
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Linguistics 455 n’est ni l’agrk
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Linguistics 457 Kruszewski; but in
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Linguistics 459 Saussure followed K
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Linguistics 461 languages of the wo
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Linguistics 463 REVZIN, I. and J. R
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CHAPTER VII General problems of int
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General problems of interdisciplina
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General problem of interdisciplinar
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CHAPTER VI11 Mathematical models an
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Mathematical models and methods 531
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Problem-focused research 579 shall
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Problem-focused research 581 The de
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Problem-focused research 583 ceptio
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Problem-focused research 585 cases
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Problem- focused research 5 87 work
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Problem- focused research 5 89 ence
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Problem-focused research 591 invest
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Problem-focused research 593 ... Th
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Problem-focused research 595 Scienc
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Problem-focused research 597 Howeve
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Problem-focused research 599 In ord
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Problem-focused research 601 to pav
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Problem-focused research 603 An exa
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Problem-focused research 605 I. App
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Problem-focused research 607 been a
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Problem-focused research 609 There
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Problem-focused research 61 I again
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Problem-focused research 613 of met
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Problem-focused research 615 the di
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Problem-focused research 617 of del
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Problem-focused research 619 contra
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Problem-focused research 621 field
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Problem-focused research 623 psycho
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Problem-focused research 625 words,
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Problem-focused research 627 There
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Problem-focused research 629 level,
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Problem-focused research 63 I It is
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Problem-focused research 633 buildi
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Problem-focused research 635 method
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Problem-focused research 637 to a g
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Problem-focused research 639 might
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Problem-focused research 641 P. G.
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Problem-focused research 643 gkogra
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CHAPTER X Cr oss-cultur al, cross-
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Cross-cultural, cross-societal and
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Vm. DESCRIBING THE RESOURCE BASE Th
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8 14 Subject index and sociology, 6
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816 Subject index Law, scientific,
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818 Subject index and economics, XX
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