Knowledge for Social Change: Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century by Lee Benson et al.

Abstract

Reviewed by: Knowledge for Social Change: Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century by Lee Benson et al. Jessica Ostrow Michel and Ty Mcnamee Lee Benson, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Francis E. Johnston, and Joann Weeks. Knowledge for Social Change: Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century. Philadelphia, PA: Temple University Press, 2017. 210 pp. Paperback: $14.95. ISBN: 978-1-4399-1519-6 Introduction Knowledge for Social Change: Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century surrounds the notion of reshaping research universities to operate as mechanisms that advance knowledge for social change. To do so, authors Lee Benson, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Francis E. Johnston, and Joann Weeks extend upon Benson, Harkavy, and Puckett's (2007) first collaborative book, Dewey's Dream: Universities and Democracies in an Age of Education Reform: Civil Society, Public Schools, and Democratic Citizenship. There, Benson et al. centered on Dewey and the proposition that, despite his call for participatory democracy, he failed to develop programs that employed his theory in real-world practice. However, taking a cue from their prior writing, in this book, Knowledge for Social Change, the authors attempt to strengthen Dewey's participatory democracy theory by placing his work in historical perspective (similar to Bacon's oeuvre). They then describe how universities can take the theoretical notions of Dewey, Bacon, and others, and apply those ideas to civic engagement in higher education, focusing on the ways in which civic engagement can be integrated "into the core work of the academy—teaching, learning and research" (p. 82). Summary of the Book Part I: The Advancement of Learning for "The Relief of Man's Estate" Part I of the book serves as an overview of the historical and theoretical concepts of several key actors in the knowledge for social change movement, as well as a summary of the application of these concepts to higher education. The first four chapters call attention to key actors (Bacon, Franklin, Harper, Addams, and Dewey) who rejected traditional, classical education. Instead, these scholars called for education to be pragmatic and based in real-world applicability, viewing it as a means to solve issues in both the world at large, and specifically in local communities. In their view, with the proper scientific organization of individuals, universities, K-12 institutions, and community-based organizations could effectively advance the knowledge central to what Bacon refers to as "the relief of man's estate," or "the continuous betterment of the human condition until all human beings could enjoy Good Lives in a Good Society" (p. 5). Chapter 5 calls for a broader, deeper understanding of democratic and civic engagement—one in which universities and communities intentionally partner together, democracy and civic behavior are embedded in the research, teaching, and learning of a university, and the work of higher education institutions focuses on solving global problems. [End Page E-1] Part II: The Netter Center: Higher Education and Civic and Community Engagement Part II of the book showcases Penn to illustrate how universities can foster relationships with their external communities. Chapters 6 and 7 provide historical context and descriptions of Penn's local partnerships, such as the Netter Center1 and West Philadelphia Improvement Corps (WEPIC)2. Chapter 8 elaborates further on engagement with surrounding communities by illustrating the regional, national, and international work that Penn, WEPIC, and Netter also conduct. WEPIC-like programs took root all around Philadelphia and around the country, with some academically-based community service (ABCS) projects still thriving in present day. The Netter Center's model has been replicated, as well, influencing the development of national organizations, such as the Coalition for Community Schools and the Department of Housing and Urban Development's Office for University Partnerships. Beyond the U.S., Netter has shared civic engagement strategies with international regions and countries, and founded the International Consortium for Higher Education, Civic Responsibility, and Democracy. Chapter 9 homes...