Fragmentation in Higher Education as Perceived by Students

Abstract

Among the clearest statements on fragmentation ? of the higher learning accompanied by practical solution is that of Hutchins1. Thomas3 reviewed not only Hutchins' position but the other major proposals during the past 50 years. The fragmentation problem remains a crucial issue and solutions continue to be advocated.2 The point to which the authors adhere stems from the social-psychological theories that man and his environ ment are an integrated spiritual, social, and physical complex. Fragmentation of the higher learning results from the inability of scholars to perceive man and his environment as an integrated whole. A potential solu tion to the fragmentation problem might be forthcoming from the social sciences in terms of a comprehensive theory of man applied as the unifying principle for the higher learning. Such a theory would integrate man's relation to man (himself and others) and man's relation to his physical and to his spiritual world, thus integrat ing all the essential aspects of higher education. Since instruction should begin where the student is, the starting point must involve the modern student. Based both on the current literary emphasis and on their personal experiences with students the authors suggest that for most students this point of involvement is that of man's relationship to man. In order to investigate this latter suggestion the study here reported was con ducted. The study was designed to seek tentative answers to the following questions: