Institutionalization of "the third function" in Japanese universities (1)

Since the latter half of 1980s, many universities have set up the centers for lifelong learning. Those centers have worked as the special agencies for university extension. This paper aims to inquire how university extension has been accepted, and how it is institutionalized as the third function of the university through examining administrative system of those centers. Findings are as follows. (1) The administrative forms of university extension centes are classified into six types. (2) There is a great difference between national universities and private universities on administrative forms of centers. (3) Generally, the centers for lifelong learning are not placed in the core, but on the margines of the universities. (4) In the light of autonomy, the centers for lifelong learning are ranked lower than colleges on the same campus. (5) Considering from remarks of A. Levine and J. Carey, present condition of university extension is at early stage of its historical development

Community Revitalization and Kominkan

The purpose of this paper is to show the contemporary role of kominkan in each community. Lately both the decentralization and the fiscal crisis of the government have magnified the difference among communities, and accelerated the collapse of community life. Even so, the most kominkan have not taken effective measures to help preserve communities. Unfortunately those involved with kominkan seem uncertain as to what actions may be taken. In this sense, the American experience of urban revitalization will afford us some useful suggestions. A new model of urban revitalization and community based development has emerged over the past 30 years. It seeks to maximize the economic potentials of inner-city neighborhoods through partnerships of private investors, government, and nonprofit organizations with a fundamental goal of the eradication of the low-income ghetto. At the heart of this approach is the involvement of neighborhood residents and the community development corporations, or CDCs. Community-based development focuses investment directly on the neighborhood. Through housing rehabilitation and new construction, improvements to neighborhood retail districts, social services such as child care for working parents, treatment for substance abusers, and employment training for the unskilled and unemployed, community-based development attacks both the symptoms and the causes of problems that undermine the "healthy city" projected by new downtown development. Whether or not the idea proposed by Sakuo Teranaka will be embraced depends on the way those involved in kominkans make use of lessons drawn from such a new model of urban revitalization

The Wisconsin Idea and University Extension

The revivification of university extension has been regarded as manifestation of the Wisconsin Idea. But the relationship between them has not been made clear. This paper aims to explain (a) what the concept of the Wisconsin Idea was, and (b) how the Wisconsin Idea did affect the revivification of university extension. Findings are as follows : (1) The Wisconsin Idea had three phases ; political reform in Progressivism, University's service to the state government, and University's service to the people. It has changed the emphasis from political dimension to University's service. (2) University's service to the state government meant drafting and advisory work by faculty members of University. (3) University's service to the people has stemmed from the democratization in education. (4) Being supported out of public fund, the University has a duty to perform and cannot shirk it, which underlied university extension

Herbert B. Adams : an Apostle of University Extension Movement in America

Univerisity extension originated in England in 1873. It was Herbert B. Adams (1850 ~ 1901) who introduced English University Extension in 1887 and proposed putting it into practice in the United States. Thus he has been recognized "the father of univerisity extension movement in America". As the associate professor of Johns Hopkins University, he was also one of the best historio-graphers, playing an active part in the organization of the American Historical Association. The History of university extension suggests that public service function of university has often conflicted with academism on campus. Viewed in this light, it is interesting to guess how Adams, as a resercher, bore university extension in mind. This paper aims to inquire Adams' idea and scheme on university extension and clarify the features and limitations in early University Extension Movement of the United States. This paper consists of following parts: Introduction 1. Acceptance of English University Extension 2. Leading Experiments of University Extension in America 3. Adams' Scheme on University Extension Conclusio