"Professional education in the most expansive sense": What will the archivist need to know in the twenty-first century?

Archivaria

Volumn 42, Issue 1, 1996, Pages 89-94

  Nesmith, Tom ^a  

^a UNIVERSITY OF MANITOBA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17444381517     PISSN: 03186954     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (11)

1. Michael Crichton, Disclosure (New York, 1993.
2. Frank Burke, "Chaos Through Communications: Archivists, Records Managers, and the Communications Phenomenon, " in Barbara L. Craig, ed., The Archival Imagination: Essays in Honour ($Hugh A. Taylor (Ottawa, 1992).
3. Bill Gates's address to the Comdex convention, LasVegas, November 1994. See also Gates with Nathan Myhrvold and Peter Rinearson, The Road Ahead (New York, 1995).
4. Henri-Jean Martin, The History and Power of Writing (Chicago, 1994), p. 495.
5. My unpublished manuscript "Bridging Two Worlds: From The Old Archival Practice to the New, " a paper presented to the Annual Meeting of the Association of Canadian Archivists, May 1994, provides an overview of the leading archival literature on the transition.
6. Moms Philipson, ed., Begin Here: The Forgotten Conditions Teaching and Learning (Chicago, 1991), p. 35 (Emphasis in the original.)
7. For a more detailed development of my ideas about graduate archival education see my "Hugh Taylor's Contextual Idea for Archives and the Foundation of Graduate Education in Archival Studies, " in Barbara L. Craig, ed., The Archival Imagination: Essays in Honour ofHugh A. Taylor (Ottawa, 1992).
8. The Professional Preparation Network, Strengthening the Ties that Bind: Integrating Undergraduate Liberal and Professional Study (1988). pp. 1, 15, 11. These points have also been made more recently by other observers of the contemporary workplace. Professor Thomas Vargish, a professor of English who teaches at the MIT Sloan School of Management, says that "I believe the humanities, and by extension the liberal arts, to be essential to serious executive education. Courses developed for undergraduates, for graduate students in professional schools., however excellent in themselves, are not sufficiently focused on executive concerns. Humanities courses designed specifically for executive development deal with values central to the practice of management. The challenge to executives lies in acknowledging the substance of humanistic thinking and practicing its techniques.
9. Peter E Drucker, Post-Capitalist Society (New York, 1994). pp. 212,215.
10. Luciana Duranti, "Diplomatics: New Uses for an Old Science. (Part IV), " Archivaria 31 (Winter 1990). p. 14.
11. F.H.T. Rhodes,. " Or What's a College For?" (an address at Harvard University, 13 November 1986) cited in Strengthening the Ties that Bind, p. 49.