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This article analyzes the present state of higher education and psychology in relation to the future needs of society On the basis of the assumption that higher education has historically addressed social issues, it is proposed that our educational system and society negotiate a new ''contract'' that is appropriate to the coming decades. A model of future higher education is described, involving traditional domains of foundational and professional knowledge and a new emphasis on socially responsive knowledge. Examples are given of courses involving socially responsive knowledge in which students study and learn to act on and help resolve social problems. It is recommended that psychology incorporate socially, responsive knowledge in its future curriculum, along with the continuation of foundational and professional education and training.

Summarized an ongoing research program on contemporary Mormon polygynous families. Husband-wife and wife-wife relations in plural families are examined from dialectical and transactional world views. Key research issues center on (a) how husbands and wives achieve viable dyadic and communal relationships, and (b) how dyadic and communal issues are managed in social and physical contexts through the life cycle of plural family relationships.

(1993). Dialectics, physical environments, and personal relationships. Communication Monographs: Vol. 60, Into the New Century, pp. 26-34.

Summarized an ongoing research program on contemporary Mormon polygynous families. Husband-wife and wife-wife relations in plural families are examined from dialectical and transactional world views. Key research issues center on (a) how husbands and wives achieve viable dyadic and communal relationships, and (b) how dyadic and communal issues are managed in social and physical contexts through the life cycle of plural family relationships.

(1992). Close Relationships in the Physical and Social World: Dialectical and Transactional Analyses. Annals of the International Communication Association: Vol. 15, Communication Yearbook 15, pp. 508-521.

American Journal of Community PsychologyVolume 17, Issue 5 p. 529-529 Article Special section on substantive theorizing Irwin Altman, Irwin Altman University of UtahUtah USASearch for more papers by this authorCarol Werner, Carol Werner University of UtahUtah USASearch for more papers by this author Irwin Altman, Irwin Altman University of UtahUtah USASearch for more papers by this authorCarol Werner, Carol Werner University of UtahUtah USASearch for more papers by this author First published: 01 October 1989 https://doi.org/10.1007/BF00922629AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume17, Issue5October 1989Pages 529-529 RelatedInformation