Abstract
The purpose of this article is to examine Joseph Tussman’s philosophy of higher learning, in which students are led from “docility” to “freedom.”
Tussman directed the Experimental Program at UC Berkeley from 1965 to 1969 and developed an alternative education plan for the first two years of college. The purpose of the program was to educate students to be “free” citizen’ of a democratic society. To be “free” in society, each member must participate in a system of societal agreements and be not only a subject but also a maker of the law. An individual must develop his of her deliberative potential. To this end, it is necessary to develop the “arts,” such as reading, writing, and discussion. According to Tussman, students failed to develop the “arts” because they lacked “docility.” The program coped with this problem by having all the teachers ‘and the students study the same materials. This common, compulsory curriculum was a necessary condition for the development of a “learning community” that helped students to develop the “arts.”
Tussman’s philosophy of higher learning has two implications. The first concerns the balance between college and university. At that time, there was a criticism that undergraduate education was neglected while there was too much emphasis on the research function of universities, Tussman sought to liberate college from the domination of the university and to provide a balance between college and university by emphasizing the education for “freedom.” The second had to with “participatory democracy,” for which, there was a growing call in the late 1960s. Tussman responded to the call not by admitting student contribution to educational planning, but by developing their “arts” for a democratic society.
https://ror.org/02kn6nx58 
