Philosophic conflicts in American education: 1893 - 2000
"Philosophic Conflicts in American Education, 1893-2000 offers a description of the ideas that educational reformers shared during the twentieth century. Although many commentators portray the debates about educational reform as a struggle for the American curriculum, this text stresses the fac...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson A and B
2004
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Philosophic Conflicts in American Education, 1893-2000 offers a description of the ideas that educational reformers shared during the twentieth century. Although many commentators portray the debates about educational reform as a struggle for the American curriculum, this text stresses the fact that the competing groups of educators have a great deal in common. Most importantly, the text shows how philosophical perspectives influence practical school programs, and it tests those ideas by describing the ways that they affect various social groups living in the United States. The theme of this book is unique, and it challenges many conventional ideas found in previously published foundations texts."--BOOK JACKET. |
| Beschreibung: | Includes bibliographical references and index. - |
| Beschreibung: | XIV, 274 S. |
| ISBN: | 0205386210 |
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Datensatz im Suchindex
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| adam_text | PHILOSOPHIC CONFLICTS
IN AMERICAN EDUCATION,
1893-2000
JOSEPH WATRAS
University of Dayton
Boston New York San Francisco
Mexico City Montreal Toronto London Madrid Munich Paris
Hong Kong Singapore Tokyo Cape Town Sydney
CONTENTS
Preface xi
Acronyms xiv
PROLOGUE 1
PARTI FROM HUMANIST STUDIES TO THE
PRACTICAL CURRICULUM, 1893-1918 7
CHAPTER ONE
From Separate Studies to an Integrated Curriculum, 1893-1918 9
How did Harris think elementary schools could help
students become more fully human? 11
Why did other educators criticize Harris s views? 13
How did the doctrine of appealing to students interests
illustrate the conflicting views of curriculum? 15
How did educators want to reform secondary school programs? 18
Why did critics complain about the report of the Committee of Ten? 21
Could theorists forge a synthesis of the views of Harris and the Herbartians? 23
Summary 25
CHAPTER TWO
Introducing the Practical Curriculum, 1893-1918 27
What benefits did people see in education and why did they think
state governments should require all children to attend schools? 28
What did people think were the needs of different children and
how did they think that manual training could meet these needs? 30
How did vocational educators decide what students needed
and how did they want to meet those needs? 33
VI CONTENTS
According to officials and their critics, what was the effect of
the National Vocational Education Act? 37
How did vocational education influence educators conception of guidance? 41
What did John Dewey think vocational education did to society? 43
Summary 46
PART II CHANGING THE CURRICULUM TO SERVE
DEMOCRATIC NEEDS, 1918-1929 47
CHAPTER THREE
Meeting the Needs of the Immigrants and of the Society, 1916-1930 49
What was the liberal, progressive model of Americanization? 49
How did Jewish Zionists and ethnic Catholics construct
then* own ways to help immigrants? 51
How did the Americanization movement change efforts to meet
the needs of immigrants during World War I? 56
How did German-American newspapers try to
preserve the German-American heritage? 60
How did supporters of the Americanization movement, liberal progressives,
and Pope Pius XI view the social role of Catholic schools? 62
Why did concern for Americanization and for ethnic Catholic
schools decline before the Great Depression? 64
Summary 67
CHAPTER FOUR
Balancing Individual and Social Needs, 1918-1929 68
In what ways did the model of the comprehensive high school
express other ideas of curriculum reform? 70
How could curriculum theory encourage educators in local
districts to decide what was best to teach? 77
How could a curriculum be designed that encouraged students to follow their own
interests in ways that enabled them to become cooperative democratic citizens? 79
How could educators construct a curriculum that encouraged
students to think critically? 84
CONTENTS VU
What rationale guided the efforts to reform elementary and
high schools after World War I? 86
Summary 87
PART m FROM RECONSTRUCTING SOCIETY TO MEETING STUDENTS
NEEDS DURING THE GREAT DEPRESSION, 1930-1940 89
CHAPTER FIVE
Reconstructing Society, 1930-1940 91
How did the work of the AHA Commission on the Social Studies represent a
blending of child-centered education and social reconstruction? 93
How was the work of the Civilian Conservation Corps different from or
similar to the efforts of social studies educators? 101
How was the education of Native Americans different from or similar to other
educational reforms that took place during the Great Depression? 104
How was education for Hispanic Americans in New Mexico during the New Deal
different from or similar to other educational reforms? 108
How did contradictory efforts to meet social needs share
philosophical assumptions? 110
Summary 110
CHAPTER SIX
Cooperative Activities versus Academic Studies to Meet
Students Needs, 1930-1940 111
During the depression, how did child-centered educators seek social change? 113
How did educators use their freedom to shape the curriculum
during the Eight-Year Study? 116
How could the subjects of English and art be restructured to meet students needs? 120
How could public schools apply the ideas of the Eight-Year Study? 122
What problems did critics find in the work of the Eight-Year Study? 124
In what ways did cooperative activities and academic studies
meet the needs of students? 130
Summary 131
VU1 CONTENTS
PART IV CONTRADICTORY REFORMS TO SERVE THE
NEEDS OF THE DEMOCRACY, 1940-1964 133
CHAPTER SEVEN
Balancing Individual and Social Needs after World War H, 1940-1964 135
How did educators think schools should meet the country s needs during the war? 135
When the war ended, how did educators change their ideas about serving
the needs of the children? 138
What faults did critics find in educators attempts to balance students
needs with social needs? 142
How did James Conant recommend that schools balance attention to
students and society s needs? 147
In what ways did educators ideas of serving national needs and individual
needs change as a result of World War Hand the subsequent cold war? 152
Summary 153
CHAPTER EIGHT
Academic Excellence to Meet Society s Needs, 1940-1964 155
How did the federal government want schools to meet national needs? 157
What was the theoretical basis of the new math and science programs? 160
How did Bruner and his colleagues use the idea of student interest
when they constructed their curriculums? 164
What happened to the effort to design new curriculums? 168
In what ways were the new curriculums similar to and different from the
reforms the progressive and the traditional educators attempted? 170
Summary 172
PART V CHANGING SCHOOLS BY PROTECTING
STUDENTS RIGHTS, 1964-1981 173
CHAPTER NINE
Affirming Students Rights through Racial Integration
and Compensatory Education, 1963-1981 175
For what reasons did the federal government initiate programs to improve schools? 177
CONTENTS
What did studies reveal about the effectiveness of the compensatory programs
in raising academic achievement of youths from low-income families? 180
What did studies reveal about the effectiveness of racial integration in
increasing the academic performance of African American youths? 184
What reasons did officials give for slowing the movement for
racial integration of schools? 188
What were the effects of programs of compensatory education and of
efforts to racially integrate the schools? 192
Summary 194
CHAPTER TEN
Special Educators and Bilingual Educators Imitate the NAACP, 1963-1986 195
In what ways did the advocates for children with disabilities change then-
campaigns as a result of the Civil Rights movement? 197
In what ways did the advocates for bilingual education change their
campaigns as a result of the Civil Rights movement? 203
What were the effects of the campaigns by special educators and bilingual
educators to establish students rights to appropriate educations? 211
Summary 213
PART VI AFFIRMING PARENTS RIGHTS TO EFFECTIVE
SCHOOLS AND STUDENTS RIGHTS TO
SUPPORTIVE COMMUNITIES, 1981-2000 215
CHAPTER ELEVEN
From the Right to an Effective Education to Charter Schools, 1981-2000 217
In what ways did government officials and parent advocates seek to establish
parents rights to an effective education for their children? 219
How could the proposal to create a national testing program establish
the parents rights to effective schools? 221
If parents exercised their rights to free choice, would they act in ways
that caused schools to improve? 223
In what ways did standards, tests, and choice represent efforts to satisfy
parents rights to effective educations for their children? 231
Summary 233
CONTENTS
CHAPTER TWELVE
Affirming People s Rights to Community through Schools, 1981-2000 234
How did educators in the United States apply Freire s ideas to their classrooms? 236
Did some feminists ignore or change Freire s ideas hi then* efforts to affirm
their rights to their voices? 241 N
Did gay or lesbian educators turn to Freire s model to support homosexual youths? 245
Was there something hi Freire s model of pedagogy that led advocates to
hold limited notions of education? 247
Summary 249
CONCLUSION 251
Works Cited 257
Index 269
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| spelling | Watras, Joseph Verfasser aut Philosophic conflicts in American education 1893 - 2000 Joseph Watras Boston [u.a.] Pearson A and B 2004 XIV, 274 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index. - "Philosophic Conflicts in American Education, 1893-2000 offers a description of the ideas that educational reformers shared during the twentieth century. Although many commentators portray the debates about educational reform as a struggle for the American curriculum, this text stresses the fact that the competing groups of educators have a great deal in common. Most importantly, the text shows how philosophical perspectives influence practical school programs, and it tests those ideas by describing the ways that they affect various social groups living in the United States. The theme of this book is unique, and it challenges many conventional ideas found in previously published foundations texts."--BOOK JACKET. Geschichte 1900-2000 Geschichte 1893-2000 gnd rswk-swf Erziehung Geschichte Philosophie Education Philosophy Education United States History 20th century Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Bildungspolitik (DE-588)4006667-8 s Geschichte 1893-2000 z DE-604 Erziehungsphilosophie (DE-588)4070955-3 s HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010384059&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Watras, Joseph Philosophic conflicts in American education 1893 - 2000 Erziehung Geschichte Philosophie Education Philosophy Education United States History 20th century Bildungspolitik (DE-588)4006667-8 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| subject_GND | (DE-588)4006667-8 (DE-588)4070955-3 (DE-588)4078704-7 |
| title | Philosophic conflicts in American education 1893 - 2000 |
| title_auth | Philosophic conflicts in American education 1893 - 2000 |
| title_exact_search | Philosophic conflicts in American education 1893 - 2000 |
| title_full | Philosophic conflicts in American education 1893 - 2000 Joseph Watras |
| title_fullStr | Philosophic conflicts in American education 1893 - 2000 Joseph Watras |
| title_full_unstemmed | Philosophic conflicts in American education 1893 - 2000 Joseph Watras |
| title_short | Philosophic conflicts in American education |
| title_sort | philosophic conflicts in american education 1893 2000 |
| title_sub | 1893 - 2000 |
| topic | Erziehung Geschichte Philosophie Education Philosophy Education United States History 20th century Bildungspolitik (DE-588)4006667-8 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| topic_facet | Erziehung Geschichte Philosophie Education Philosophy Education United States History 20th century Bildungspolitik Erziehungsphilosophie USA |
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