Article Analysis Sociology of Educational Late Blooming...

Summary Sociology of educational late blooming, an article published in Sociological Forum and written by Jack Levin and William C. Levin, looks at the timelines of common lifetime milestones and their importance in various cultures. Describing time and scheduling as an important social dimension, the authors explain the subject of timeline scheduling within a context of societal norms(J. Levin W. C. Levin, 1991, p. 661). Milestones in terms of â€Å"proper† chronological age and the order of attainment are established by society and differ greatly from one culture to the next (1991, p. 662). Levin and Levin pick deviancy from the normal age-window for completing higher education, called â€Å"late blooming†, as their focus and note that the†¦show more content†¦676). The class text affirms some of the article’s position when it states â€Å"A community or institution’s culture facilitates or inhibits change† (R. T. Moran, Harris, S. V. Moran , 2007, p. 102). Even more, that national culture plays a key role in the consideration of time and time consciousness (2007, p. 131). The textbook makes a point of linking the development level of a culture to their necessary rhythm; agricultural societies will take a longer duration but slower paced approach to time (2007, p. 131). This would track well with the Levins’ paper, in that the article shows how age-norms have changed often as changes in American development occur. The article is not explicit on this, yet many of the poignant shifts in age norms in the paper are set against just such a backdrop. The GI Bill followed closely after a financial system collapse , increases in college attendance by already-married women was a result of economic slowing in the late 1960s and 70s as well as changes in the value systems of gender equality, and sweeping changes in technology and the nature of our predominantly manufacturing based economy created growth in the populat ion of mid-life career changers. I read the textbook’s approach as seizing on that pattern of change and the increasing pace of it as rational for new approaches in knowledge management (km). Education is just one facet of KM, but if knowledge-assets like corporate values,