{"id":7933,"date":"2011-10-03t08:00:20","date_gmt":"2011-10-03t14:00:20","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=7933"},"modified":"2012-02-09t10:55:25","modified_gmt":"2012-02-09t16:55:25","slug":"teaching-social-responsibility-at-vanderbilt-%e2%80%93-a-report-from-the-cft%e2%80%99s-25th-anniversary-symposium","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2011\/10\/teaching-social-responsibility-at-vanderbilt-%e2%80%93-a-report-from-the-cft%e2%80%99s-25th-anniversary-symposium\/","title":{"rendered":"teaching social responsibility at vanderbilt \u2013 a report from the cft\u2019s 25th anniversary symposium"},"content":{"rendered":"

by joe bandy, assistant director<\/em><\/p>\n

the cft\u2019s 25th<\/sup> anniversary symposium<\/strong> involved three major themes on the future of teaching at vanderbilt, two of which have been the subject of previous blogs \u2013 changing technologies and economic challenges to higher education.\u00a0 the third theme was focused on the challenges of teaching social responsibility in today\u2019s world of higher education.<\/p>\n

marshall eakin<\/strong> began the discussion with his opening remarks.\u00a0 among other important points, he drew from peter gomes\u2019s first-year reading, the good life<\/em>, specifically its argument that higher education has failed its students by focusing too much on scholarship and career placement, and not enough on principles of leadership and social responsibility.<\/p>\n

the faculty, staff, and graduate students present at the following two-hour discussion were among the campus\u2019s many leaders in advancing the teaching of social responsibility, and they immediately engaged in a wide-ranging and fruitful discussion.<\/p>\n

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the first hour of the discussion was focused on whether and how vanderbilt as an institution teaches social responsibility to its students. this yielded the following points:<\/strong><\/p>\n