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Radical Teaching in Turbulent Times

Martin Duberman’s Princeton Seminars, 1966–1970

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  • © 2021

Overview

Authors:
  1. Robert L. Hampel

    1. University of Delaware, Newark, USA

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  • Provides painstaking analysis of innovative college teaching
  • Delivers the first thorough study of historian Martin Duberman, prize-winning biographer and gay-rights activist
  • Offers a fresh look at the tumultuous late 1960s on an Ivy League campus

Part of the book series: Historical Studies in Education (HSE)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction

    • Robert L. Hampel
    Pages 1-6

  3. Duberman in the Late 1960s

    1. Front Matter

      Pages 7-7
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    2. Martin Duberman, “An Experiment in Education”

      • Martin Duberman
      Pages 9-31

    3. Martin Duberman, “On Misunderstanding Student Rebels” (1968)

      • Martin Duberman
      Pages 33-41

  4. Other Voices

    1. Front Matter

      Pages 43-43
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    2. 50 Years Later: History 308 Revisited

      • Peter Janney
      Pages 45-57

    3. Martin and Peter Discuss the Fall, 1969 Seminars

      • Martin Duberman, Peter Janney
      Pages 59-86

    4. Princeton Undergraduates Defend and Criticize Innovation

      • Robert L. Hampel
      Pages 87-104

    5. On the Edge of the Platform: Tinkering with the 1971 Lecture Class

      • Robert L. Hampel
      Pages 105-117

    6. The Search for Allies: Bill Caspary, Martin Duberman, and John Holt

      • Robert L. Hampel
      Pages 119-135

    7. Robert Hampel, “Four Perspectives on Radical Change”

      • Robert L. Hampel
      Pages 137-160

  5. After Princeton

    1. Front Matter

      Pages 161-161
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    2. Self and Community: Martin Duberman, Black Mountain (1972)

      • Robert L. Hampel
      Pages 163-179

    3. Honesty, Power, and Desire in Martin Duberman, “Last Class” (1981)

      • Robert L. Hampel
      Pages 181-203

  6. Radical Teaching in the 21st Century

    1. Front Matter

      Pages 205-205
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    2. Eugene Matusov, “Teachers as Benevolent Dictators”

      • Eugene Matusov
      Pages 207-226

    3. Recommended Reading

      • Robert L. Hampel
      Pages 227-229

  7. Back Matter

    Pages 231-235
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Keywords

About this book

From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history is taught and teaching students how to reason historically through sources.

Reviews

“I wanted to find a way to explore the emotional transactions that always take place in a university seminar, always coloring the exchange of ideas that are the purported subject of discourse—and are always ignored or evaded.  The goal was utopian, and had to partly fail.  But only utopian goals, I believe, allow us to partly succeed.  Robert Hampel has brilliantly recaptured, with insight and humor, those wonderful years of exploration” - Martin Duberman, historian, playwright, biographer, activist, and author of more than 20 books.
“A wave of innovation swept over higher education in the 1960s, when radicals imagined classrooms that were dynamic, democratic, and governed by individual freedom rather than institutional edicts.  Nobody has captured that moment better than Robert Hampel.  Combining rich primary sources with his own reflections, Hampel’s study is a bold innovation in its own right.  It is an eloquent reminder of how difficult itis to take risks in the classroom, and of what we risk when are too afraid to try” - Professor Jonathan Zimmerman, University of Pennsylvania, USA and author of The Amateur Hour: A History of College Teaching in America.


“Disguised as a biography, this is a charming and beautifully written little book about what it means to teach.  This book is strange in the most surprising and enchanting way.  It hums with energy, upends expectations, and gives readers a window on the craft of writing history.  Between its covers is a small world of delight” - Professor Jack Schneider, University of Massachusetts, USA and author of A Wolf at the Schoolhouse Door.



Authors and Affiliations

  • University of Delaware, Newark, USA

    Robert L. Hampel

About the author

Robert L. Hampel is Professor in the School of Education at the University of Delaware, USA. He is a historian of education who also studies contemporary education policy. Hampel has previously served as Secretary/Treasurer for the national History of Education society.

Bibliographic Information

  • Book Title: Radical Teaching in Turbulent Times

  • Book Subtitle: Martin Duberman’s Princeton Seminars, 1966–1970

  • Authors: Robert L. Hampel

  • Series Title: Historical Studies in Education

  • DOI: https://doi.org/10.1007/978-3-030-77059-4

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-77058-7Published: 09 November 2021

  • Softcover ISBN: 978-3-030-77061-7Published: 10 November 2022

  • eBook ISBN: 978-3-030-77059-4Published: 08 November 2021

  • Series ISSN: 2945-7173

  • Series E-ISSN: 2945-7181

  • Edition Number: 1

  • Number of Pages: XV, 235

  • Number of Illustrations: 6 b/w illustrations, 2 illustrations in colour

  • Topics: History of Education, Higher Education, Teaching and Teacher Education, US History, Historiography and Method

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