Development Of Educational Philosophy At Columbia University

American Colonial Seminaries in New York city can be measured from the founding ofKing’s College,Although the college had been tainted by its association with the LoyalistEatablishment prior to the war,It was far from being simply replication of European orEnglish models.It took form out of the conditions of migration and settlement. one of themost impressive features was the Educational Philosophy of President,proved increasinglysignificant in its development of the high institution.Small,weak and uninfluential as itwas,Columbia University had grown over time to encompass sixteen schools and fouraffiliated institutions.the development of Columbia University was complicated,after theAmerican Revolutionary,King’s Collge was renamed Columbia College in1784,and in1896itwas further renamed Columbia University.the educational philosophy of president excerted asignificant effect on its development.thesis mainly made mention of four President,whoseeducational philosophy embraced the tradition and innovation,the chief purpose of which wasin an effort to the preparation of ministers,the emphasis was at first norm;then as time wentby,the value of educational philosophy of president involved professional training、generaleducation and proper behaviour，in which conduct and manners should be honorable andwithout blame.as the Columbia University moves forward,it upholds the unique universityphilosophy model that later universities would adopt.In America,the President reigns for fouryears,and the educational philosophy of president governs for ever and ever.The thesis consists of five components:Introduction,King’s College,Transformation fromEngland-styled College into Modern College,Transformation from College into ModernUniversity,Research University in nation and world,the importance of EducationalPhilosophy of Presidents on usIntroduction Part consists of the reason and significance of the topic,the purpose of theresearch and research relative to this issue.Chapter One:based on the analyzsis of the social and educational background ofAmerican Colonial Seminaries,related the Educational Philosophy put forward by the firstPresident ofColumbia during the period of King’s College and its influence on Columbia UniversityChapter two:Analyse the Educational Philosophy of the Tenth President Banard and hiscontribution to Columbia University after American Revolution.Furthermore,it discussed thesignificance of his educational practice on Columbia College even American high education.Chapter three:During the late nineteenth century,under the leadership of the eleventh President Seth Low,the transition to new campus coincided with a new outlook for the collegeIt mainly dealt with the Educational Philosophy of the President Seth Low,based on theanalysis of the social and educational background.the institution rapidly assumed the shape ofa true modern university.Chapter four: under the leadership of Seth Low’s successor,Nicholas Murray Butlerduring the first half twentieth century,Columbia rapidly became the nation’s major institutionfor research.it put most focus on practice and combination between school and society byencouraging teachers and students out of the classroom and school to use what they havelearnt.Chapter five:last chapter mainly summarized the features of Educational Philosophymade by presidents in different phrases of Columbia University and their implication on ourhigheducation,which involved the educational objectives and purpose.