tive division. Donald Schon, in his book, Technology and Change,
refers to this as “the strategy of diversification.” It means that new
capabilities can be competitively developed only to the extent that
human professional resources are allowed to arrive, unencumbered
by old responsibilities and norms, on a different conceptual horizon
relevant to the success of the new capability desired. Rarely is a new
capability achieved by retreading an old system.
Then how do we apply this strategy to the present situation in the
land-grant university? We must recognize that a new function is be-
ing dealt with when citizens wish help to modify, innovate, transform,
do away with traditional systems, or whatever it is that makes the
most difference in improving the human condition. A new proposition
can be advanced that the university should examine the function of
social innovation and come to terms with the research and educational
requirements that would enable the nation’s people to improve the
performance of institutional systems having major influence on human
development, the quality of living, and human welfare. It would take
a “definite and distinct” research and educational outreach organiza-
tion within the university to appropriately and adequately deal with the
problems of limiting obsolescence in these major institutional systems.
This new research and educational function would be a coordinate
function of the presently well organized technological innovation
function of the Agricultural Experiment Station and the Extension
Service.
Some tentative identification of institutional systems is necessary
as a basis for discussion and future conceptualization. Without argu-
ing the merits of the following selection, the specification of four such
systems will get thinking started. ( 1 ) The taxing system is becoming
increasingly incomprehensible to the American public. Yet people
should know from the Congress to the local school district how taxa-
tion distributes the burden of support for public services and whether
that burden is equitable; how the taxing system affects the quality
and distribution of housing; how it affects the location of economic
activity; and how it influences the quality of the environment. (2)
None of the social systems have longer direct influence on human wel-
fare than education from pre-kindergarten through adult education.
Policy for a highly urbanized and technocratic society should aid
development by increasing the supply and lowering the individual
cost of education as a life-long necessity. (3) Jurisprudence and
public codes are neglected by scientific study. Thus people are less and
less aware how the legal system and public codes affect their welfare
and individual freedom. (4) The greatest concern is the dwindling
ability of the citizens to have an “enlightened discretion” and sense
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