Preface<br > ~is book began as an attempt to discuss some aspects of college<br >and university teaching beyond basic teaching techniques and subject<br >matter competence. As the chapters developed， however， they expanded<br >into much broader considerations of how college and university teaching<br >affects an ever-increasing number of human lives. Knowledge and its<br >pursuits crucially shape society. Thus， what began as an inquiry into the<br >development of style and character in college teachers ends in a discus-<br >sion of the aims of higher education and a comparison of colleges and<br >universities in 1960 with those of today.<br > As I was revising the final draft， I came upon an essay by Nevitt<br >Sanford (see Whiteley， 1982) which makes some of the same observa-<br >tions to be found in this book. "In my more despairing moments，" he<br >writes， ~it seems to me that the modern university has succeeded in sep-<br >arating almost everything that belongs together. Not only have fields of<br > ix<br >
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