University Of Chicago School Of Social Service Administration
The School of Social Service Administration (SSA) at the University of Chicago is one of the world's leading schools for the training of social workers and researchers in social welfare scholarship, ranking 3rd (US News). SSA was founded in 1903 by esteemed minister and social work educator Graham Taylor as the “Social Science Center for Practical Training in Philanthropic and Social Work.” By 1920, through the efforts of founding mothers Edith Abbott, Grace Abbott and Sophonisba Breckinridge, and such notable trustees as social worker Jane Addams and philanthropist Julius Rosenwald, the school merged with the University of Chicago as one of its graduate schools. It became known from that point forward as the School of Social Service Administration.
SSA gives its graduates a broad grounding in the social sciences. The School offers both a Master’s level program and a Doctoral level program. The Master’s program lasts two years and can be pursued either full or part-time. It awards graduates with an A.M. degree in social work. The Doctoral program awards graduating candidates with a Ph.D.
Read more about University Of Chicago School Of Social Service Administration: History, SSA Luminaries, Faculty, Community Involvement, Notable Achievements
Famous quotes containing the words university of chicago, university of, university, school, social and/or service:
“The information links are like nerves that pervade and help to animate the human organism. The sensors and monitors are analogous to the human senses that put us in touch with the world. Data bases correspond to memory; the information processors perform the function of human reasoning and comprehension. Once the postmodern infrastructure is reasonably integrated, it will greatly exceed human intelligence in reach, acuity, capacity, and precision.”
—Albert Borgman, U.S. educator, author. Crossing the Postmodern Divide, ch. 4, University of Chicago Press (1992)
“It is well known, that the best productions of the best human intellects, are generally regarded by those intellects as mere immature freshman exercises, wholly worthless in themselves, except as initiatives for entering the great University of God after death.”
—Herman Melville (1819–1891)
“The great problem of American life [is] the riddle of authority: the difficulty of finding a way, within a liberal and individualistic social order, of living in harmonious and consecrated submission to something larger than oneself.... A yearning for self-transcendence and submission to authority [is] as deeply rooted as the lure of individual liberation.”
—Wilfred M. McClay, educator, author. The Masterless: Self and Society in Modern America, p. 4, University of North Carolina Press (1994)
“The school system, custodian of print culture, has no place for the rugged individual. It is, indeed, the homogenizing hopper into which we toss our integral tots for processing.”
—Marshall McLuhan (1911–1980)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)
“Human life consists in mutual service. No grief, pain, misfortune, or “broken heart,” is excuse for cutting off one’s life while any power of service remains. But when all usefulness is over, when one is assured of an unavoidable and imminent death, it is the simplest of human rights to choose a quick and easy death in place of a slow and horrible one.”
—Charlotte Perkins Gilman (1860–1935)