Ernest L. Boyer was the innovator of the Boyer’s six principles for community. Ernest L. Boyer was the president of the Carnegie Foundation for the Advancement of Teaching until 1995 when he passed away. In 1990, the Carnegie Foundation for the Advancement of Teaching started a study of community in relation to the college and university campuses which was entitled Campus life: In Search of Community. To achieve this task, the team conducted a year-long research which included visiting sites, taking surveys from college and university presidents and surveys from chief student officer affairs. On completion of this research, Ernest Boyer defined his 6 principles, known as Boyer’s six principles of community that would define the kind of community every university and college should strive towards becoming. (Peska)
The six principles that Ernest defined were: purposeful, open, just, disciplined, caring and celebrative. These were the six basic principles of community that Ernest believed that all colleges and universities should try their best to achieve in order to achieve progress and prosperity at the same time the college community.
First principle laid down by Ernest was purposeful. This principle defines the fact that there should exists a purpose in the community meaning that the people in the society, the faculty and the students share same academic goals as well as work in accordance with each other to create an environment in the community that encourages teaching as well as learning in the community. In all aspects of the contemporary world goals of related parties need to be coherent in order achieve the maximum out of the possibility. Even in management, in order to achieve goals in an effective and efficient manner, employees and managers need to define goals and work in collaboration with each other thereby increasing efficiency and productivity. Hence I believe that yes, purposefulness needs to exist in the community to achieve greater learning. We must also accept the fact that learning is a two-way deal. The teacher might have more knowledge but at the end of the day the exchange to wisdom is mutual regardless of prior knowledge, as explained by Ernest- learning is central. Our university can practice this principle through practicing methods such as conducting activities that not only helps the students learn more but in fact provide the teachers with learning as well, that is, providing them with an incentive such as incentives for out of class learning. Therefore I do believe that yes, this principle should exist in our community of Indiana University. (Boyer)
厄内斯特L.博耶社区的博耶的六项原则的创新。厄内斯特。博耶是卡耐基基金会为提高教学总统直到1995去世时。1990，卡耐基基金会为提高教学开始的学院和大学校园的标题是校园生活的社区研究：在社区搜索。为了实现这一任务，球队进行了长达一年的研究，其中包括访问的网站，从大学校长和学生事务的首席官员调查调查。在本研究完成后，厄内斯特博耶将他的6个原则，被称为博耶的六项社区，社区大学的类定义和大学应努力成为。（peska）
六个原则：目的性，厄内斯特定义了开放，只是，纪律严明，关爱和赞美的。这是厄内斯特认为，各高校应努力实现以同时实现大学社会进步和繁荣的社会的六个基本原则。
第一个原则下厄内斯特是有目的的。这一原则的定义，事实上，应该存在一个目的的社会意义，在社会的人，教师和学生共同的学习目标以及工作按照对方创造，鼓励教学以及在社区学习社区的环境。在相关各方的当代世界的目标的所有方面的需要为一致性达到最大的可能性。即使在管理，以有效和高效的方式实现目标，员工和管理人员需要制定目标，彼此在提高效率和生产力的协同工作。因此，我认为，是的，目的性需要存在于社会实现更大的学习。我们还必须接受一个事实：学习是一种双向交易。老师可能会有更多的知识，但在交流智慧相互无论先验知识的一天结束时，正如厄内斯特-学习中心。我们的大学能够实践这一原则通过练习等方法进行活动，不仅有助于学生更多地事实上提供教师学习一样，那是，给他们提供一个激励等激励课外学习。因此我相信，是的，这一原则在我们的社区存在的印第安那大学。博耶。
