Learning at Sea: Education Aboard the 1926–27 Floating University

Pietsch, T

Learning at Sea: Education Aboard the 1926–27 Floating University

Pietsch, T

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Publisher:: Palgrave Macmillan
Publication Type:: Chapter
Citation:: Shipboard Literary Cultures Reading, Writing, and Performing at Sea, 2021, pp. 239-261
Issue Date:: 2021-12-25

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Field	Value	Language
dc.contributor.author	Pietsch, T https://orcid.org/0000-0002-8304-7108
dc.contributor.editor	Liebich, S
dc.contributor.editor	Publicover, L
dc.date.accessioned	2022-05-29T02:54:02Z
dc.date.available	2022-05-29T02:54:02Z
dc.date.issued	2021-12-25
dc.identifier.citation	Shipboard Literary Cultures Reading, Writing, and Performing at Sea, 2021, pp. 239-261
dc.identifier.isbn	3030853381
dc.identifier.isbn	9783030853389
dc.identifier.uri	http://hdl.handle.net/10453/157796
dc.description.abstract	In 1926 New York University’s Professor of Psychology, James Edwin Lough, led 500 American university students on an eight-month voyage around the world. Stopping at 47 ports and visiting foreign dignitaries including the King of Siam, the Sultan of Jodhpur, Mussolini, and the Pope, Lough’s ‘pedagogical experiment’ promised a ‘world education’ to its students. Influenced by progressive education and new developments in educational psychology, he believed that ‘Floating University’ students could learn from the shifting conditions around them. This chapter examines the attempt to put this educational philosophy into effect, exploring some of the reading, writing, performing, and drawing that took place during the eight-month cruise around the world. Using published curricula, newspaper reports, and the letters of students and staff, it considers the relationship between experience and education in Professor Lough’s 1926 floating educational experiment.
dc.format.extent	9
dc.language	en
dc.publisher	Palgrave Macmillan
dc.relation	http://purl.org/au-research/grants/arc/DE120102771
dc.relation.ispartof	Shipboard Literary Cultures Reading, Writing, and Performing at Sea
dc.relation.isbasedon	10.1007/978-3-030-85339-6_10
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	This is a post-peer-review, pre-copyedit version of a chapter published in [Shipboard Literary Cultures Reading, Writing, and Performing at Sea, 2021, pp. 239-261]. The final authenticated version is available online at https://link.springer.com/chapter/10.1007/978-3-030-85339-6_10]”
dc.title	Learning at Sea: Education Aboard the 1926–27 Floating University
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Social and Political Sciences Program
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
utslib.copyright.embargo	2023-12-01T00:00:00+1000Z
dc.date.updated	2022-05-29T02:54:01Z
pubs.place-of-publication	New York
pubs.publication-status	Published
dc.location	New York

Abstract:

In 1926 New York University’s Professor of Psychology, James Edwin Lough, led 500 American university students on an eight-month voyage around the world. Stopping at 47 ports and visiting foreign dignitaries including the King of Siam, the Sultan of Jodhpur, Mussolini, and the Pope, Lough’s ‘pedagogical experiment’ promised a ‘world education’ to its students. Influenced by progressive education and new developments in educational psychology, he believed that ‘Floating University’ students could learn from the shifting conditions around them. This chapter examines the attempt to put this educational philosophy into effect, exploring some of the reading, writing, performing, and drawing that took place during the eight-month cruise around the world. Using published curricula, newspaper reports, and the letters of students and staff, it considers the relationship between experience and education in Professor Lough’s 1926 floating educational experiment.

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http://hdl.handle.net/10453/157796