The rise of progressive education -- John Dewey -- Other pioneers in the progressive education movement -- The progressive education movement during the first half of the twentieth century -- The fifties -- The sixties and seventies -- A nation at risk (1983) -- The eighties and nineties -- No child left behind -- Maria Montessori -- Teacher education programs -- Middle schools -- Choice -- Education of the gifted and talented -- (...) Progressive education today -- The future of progressive education. (shrink)

How and why we should educate children has always been a central concern for governments around the world, and there have long been those who have opposed orthodoxy, challenged perception and called for a radicalization of youth. Progressive Education draws together Continental Romantics, Utopian dreamers, radical feminists, pioneering psychologists and social agitators to explore the history of the progressive education movement. Beginning with Jean Jacques Rousseau's seminal treatise Emile and closing with the Critical Pedagogy movement, this (...) book draws on the latest scholarship to cover the key thinkers, movements and areas where schooling has been more than just a didactic pupil-teacher relationship. Blending narrative flair with thematic detail, this important work seeks to chart ideas which, whether accepted or not, continue to challenge and shape our understanding of education today. (shrink)

What is progressive education? -- Origins of progressive education -- Progressive education in action: what really happens -- Broken promises: why progressive education has failed to deliver -- Making progressive education work: perspectives, conclusions, and recommendations.

Although considered a figure of great importance and influence by his contemporaries, Edmond Holmes has been consigned to relative obscurity in the progressive educational tradition. This book reinstates Holmes as a key figure in the history of progressive education, both as a School Inspector and educational thinker, who was instrumental in forming a set of ideas and principles which continue to resonate in education today. Working as Chief Inspector, Holmes scorned mechanical obedience in the classroom and (...) was appalled by the inability of teachers to allow pupils to express themselves freely and imaginatively. His seminal publications positioned him at the vanguard of educational reforms and he became a notable contributor to the New Education Fellowship. His work, however, was not exclusively educational, and in later life Holmes published on religion, philosophy, poetry and literature, subsuming his educational viewpoint into a much wider ‘philosophy of life’. His spiritual leanings and call for an improved education system which would draw out the potential for development already within the child inspired successive generations of progressive educators. Combining biographical detail and key critical analysis, this book will contribute to current debates surrounding creativity and the curriculum, along with the need for alternative educational voices within the state system of regulation. (shrink)

One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of (...) an education in suffering, Avi Mintz contends that the reception of Rousseau by progressives suggests a detrimental misstep in the history of educational thought, a misstep that we should recognize and correct today. We ought to revive the progressive tradition of distinguishing the valuable educational pains from the harmful ones, even if we disagree with the particular types of pain that Rousseau identified as educationally valuable. (shrink)

The Cambridge Malting House, an experimental school, serves here as a case study for investigating the tensions within 1920s liberal elites between their desire to abandon some Victorian and Edwardian sets of values in favour of more democratic ones, and at the same time their insistence on preserving themselves as an integral part of the English upper class. Susan Isaacs, the manager of the Malting House, provided the parents – some of whom were the most famous scientists and intellectuals of (...) their age – with an opportunity to fulfil their ‘fantasy’ of bringing up children in total freedom. In retrospect, however, she deeply criticized those from their milieu for not fully understanding the real socio-cultural implications of their ideological decision to make independence and freedom the core values in their children’s education. Thus, 1920s progressive education is a paradigmatic case study of the cultural and ideological inner contradictions within liberal thought in the interwar era. The article also shows how psychoanalysis – which attracted many progressive educators – played a crucial role in providing liberals of all sorts with a new language to articulate their political visions, but, at the same time, explored the limits of the liberal discourse as a whole. (shrink)

Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within our (...) CPIs – a consequence that can be particularly harmful when practicing P4C with minority youth. To accurately adjudicate the value of public school classrooms for P4C – especially for those CPIs whose members are primarily Black, Latinx, Indigenous, or other youth of color — I contextualize the Trojan horse argument in the history of race and education in the United States. Through this historical analysis, I conclude that the reformist position becomes increasingly more untenable and that the material history of race and education in fact supports a pessimistic understanding of P4C in education. I end by reflecting on P4C’s need to rethink its privileging of schools as a primary site for philosophical inquiry and caution practitioners against using “social progress” as a justification for how and where they practice their craft. Instead, I encourage them to rethink how and where they practice P4C, based on the local historical and material conditions of the participants. (shrink)

At a time of pedagogical exhaustion, this article wants to imagine ways to redeem education, to spare education from its unaccomplished promises, reinvent and renew its vows, and make it somehow work towards possible futures. But how can this be done when there is no longer the old inherited faith in a direction of history with an end, no ‘telos’ nor faith that educational institutions will inevitably move societies forwards? Is there any ‘after’ if the arrow of history (...) points in no direction? What can we collectively expect from education if we have no assurance that schooling can lead to anything better than what we are now, or that caring for truth will make people freer? In place of the modernist idea of progress, the alternative narrative that is being offered to school systems and teachers is what I will describe as the ‘innovation paradigm’. Within this framework what we are, what we have, and what is in place are presented as declining, inadequate, and unsatisfactory. This narrative has become so powerful that from a ‘pedagogical popular culture’ perspective it has turned into the mainstream way of thinking about our educational institutions, practices, and hopes. Would it not, however, be more pedagogically productive to speak of ‘variation’ instead of ‘innovation’? Might this be the potential path for redeeming education after progress? [Editorial note: this paper forms part of the suite of papers entitled ‘Education After Progress’.]. (shrink)

The problem of history and the development of national theological education is one of the most urgent in our time. This is the sphere of the spiritual life of a human society that is constantly undergoing reform. Therefore, the study of the history of theological education, when it was due to the specificity of historical events in the pan-European space, in particular the territory of Bukovina in the late XIX - early XX century, require a more specific study (...) than it was today. (shrink)

In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel (...) Foucault can be mobilized to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co‐exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy? (shrink)

Historiography of education is not only a question of construction but also of selection. In 19th century “history of education” was typically a genre of “great educators”, mostly male and only marginally female. This construct is influential up to now, at least in popular contexts of educational reasoning. The article discusses in the introductory section problems of selection of names and meanings within history of education, and then three types of historiographical writing that are not only concerned (...) with “great educators” but have larger Philosophical impact. The first type is Herman Nohl’s history of German progressive education, the second one is Emile Durkheim’s history of Higher Education in France, and the third one is George Herbert Mead’s Movements of Thought in 19th Century. The article compares them and discusses their implications for further development of historical writing in education. (shrink)

The authors of this essay reflect on the experience of co-teaching a course on the history of genetics and race. The collaboration has pushed them both—a historian of science and a biologist—to consider how to make space for moral and scientific judgment in a history classroom. Drawing on examples from the course, they argue that it is possible to encourage social action and thoughtful critiques of past and current science without succumbing to a whiggish narrative of progress.

This article reports on Art-at-Work, a twenty-four-hour exhibition that took place on Auckland University of Technology’s North Shore campus on 17 July 2013. The passing away of progressive educator Elwyn S. Richardson was the catalyst for this project that emerged simultaneously alongside the Elwyn S. Richardson symposium, Revisiting the early world. Researching the history of progressive education, and its relationship to art, in Aotearoa/new Zealand created an opportunity to enact a relational curatorial approach to art-centred research in (...) education. Artworks, including archival children’s works, were installed, others performed, in three re-imagined sites across the campus. The project was informed by an understanding of walking as something to do with knowing as seeing, a seeing that opens up spaces and places, and, with a nod towards Michel Serres’ notion of the parasite, the practice of walking is productive in agitating points of rupture. The exhibition’s audience-publics were equipped with a ‘Site-Map’ that invited them to construct a ‘walk-talk the landscape’ of their own making. It was anticipated that the points of rupture that would emerge would enable imaginings of a different ordering of events to emerge, different to those that are already known and understood as well as to those that might otherwise unfold within a narrow neoliberal narrative. The project overview offered in this article reveals our endeavour to do something different with research in education, with history, to be attentive to art, with art, making art matter, keeping art in touch, with education, in twenty-first century learning teacher education environments. (shrink)

In this essay, Scott Pratt develops the tension at work in Democracy and Education between conceptions of multiculturalism that emerge from Dewey's commitment to progress as a process of civilization and from his contrasting commitment to a vision of progress as a localized process that requires respect for boundaries and limits. The first is related to what Patrick Wolfe has called “settler colonialism.” The second conception of multiculturalism, framed by the aims of education and the conception of growth, (...) avoids the problems of the first and provides a foundation for a practical, decolonial multiculturalism in the context of twenty-first-century education. (shrink)

In the United States, sex education is more than just an uncomfortable rite of passage, it's an amorphous curriculum that varies widely based on the politics, experience, resources, and biases of the people teaching it. Most often, it's a train wreck, overemphasizing or underemphasizing STIs, teen pregnancy, abstinence, and consent. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen make the case for thoughtful sex education, explaining why it's worth fighting for and which kind most (...) deserves our fight, despite all the inconveniences and compromises along the way. They argue that democratic and humanistic aims can be used to provide the tools to reason about the content and form of sex education. In practice, this amounts to a curriculum that meets what are currently considered highly comprehensive standards, incorporates ethics and civics education, and substantially modifies some aspects of teacher training and school design; it also assigns different responsibilities to different actors inside and outside schools, and it responds to the salient features of young people's evolving worlds, including the inequities that put some students at much higher risk of sexual harm than others. Throughout their inquiry, the authors show the reader how sex education has progressed and how the very concept of "progress" remains contestable. (shrink)

This book examines the European discussion about alternative schooling in the 20th century. It refers to a stream of concepts that are often described as New Education, Progressive Education, Education Nouvelle or Reformpädagogik, and discusses a range of different models of alternative schooling. Exploring the works of a range of continental educational philosophers, including Lietz, Blonsky, Kerschensteiner, Freinet, Decroly and Petersen, the book offers a unique insight into texts not yet translated into English. These educational models (...) are presented with regards to the biographical background of the authors; the crucial elements of their construction; the historical interconnections between schooling, society and culture; and finally their connection to today's discussions in educational sciences. The book will be highly relevant for researchers and advanced students working on the theory, history and practice of schooling, particularly those with a focus on alternative schooling and the philosophy of education. Ralf Koerrenz is Head of Chair for Historical Education and Global Education at the Friedrich Schiller University Jena, Germany. Annika Blichmann is Research Associate at the Chair for Historical Pedagogy and Global Education at the Friedrich Schiller University Jena, Germany. Sebastian Engelmann is a research associate and lecturer at the Institute for Bildung and Culture at the Friedrich Schiller University Jena, Germany. (shrink)

_Hope Deferred_, initially published in 1965 traces the history of girls ’ education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history. It outlines the progress of popular education and the work of the pioneers who fought to bring girls ’ education at every level into line with boys’; and it carries the story into the second half of the twentieth- century to discuss the problem (...) of whether girls are really receiving the right kind of education. (shrink)

Rabindranath Tagore is remembered today chiefly as a poet, and his fame as a poet has often eclipsed his great contributions to other fields of literature and life — especially education. Tagore pondered deeply on the fundamental problems of education — aims, curriculum, method, discipline, values and medium — and wrote and experimented on them freely and extensively. Tagore is perhaps the only literary genius in contemporary history who devoted a major part of his life to thinking about (...) education and creating an educational institution of international significance. Also, the institution he created at Santiniketan proved to be the most global and sustainable among the progressive educational institutions launched by individual thinkers such as Froebel and Russell. This edition revives a classic work, the first comprehensive, full-length account of Tagore’s educational thought and activity, commemorating his 150th birth anniversary. It presents a detailed chronological survey of Tagore’s educational writings and institutional activities in the perspective of his life and thought in general. The book also contains a detailed review and critical discussion on almost all major aspects of his educational work. Through an overall evaluation of Tagore’s unique contribution to education and his message to the world, it seeks to correct some common misconceptions that have existed from time to time about Santiniketan and Visva-Bharati. The book will help form a more complete view of Tagore’s life and work, filling as it does the gaps and voids in the literature that has grown around him, and reinforcing its relevance today. It will be of value to educationists, teachers, policymakers, those interested in modern Indian history and philosophy of education._ _. (shrink)

In a lecture that Habermas gave on his 90th birthday he ironically, but with serious intent, called a good Kant a sufficiently Marxist educated Kant. This dialectical Kant is the only one of the many Kants who maintains the idea of an unconditioned moral autonomy but completely within evolution, history and in the middle of societal class and other struggles. The article tries to show what Kant could have learned from his later critics to enable him to become a member (...) of the Frankfurt School’s neo-Marxist theory of society. (shrink)

Abstract:Enlightenment era optimism that technological and educational developments offer a progressive path to plenty and liberation supports a hope that human toil may be progressively reduced. The Development Thesis defended by G. A. Cohen is a piece of that Enlightenment optimism. The Development Thesis holds that productive forces tend to develop throughout history. The tendency for such an increase in productive forces to occur is, according to Cohen’s argument, due to persistent facts about human nature. If Cohen is correct, (...) there is a tendency toward progress of an important sort, and this progress is due in significant part to human nature. But the development of productive forces also destroys nonhuman natural value. In the era of the Anthropocene this is occurring on a planetary scale. The simultaneous development and destruction entails that claims of progress must rely on an all-things-considered judgment. But due to the plurality of the relevant values, which cannot be compared according to a common metric, rational disagreement about the existence of progress and our progressive nature can be expected to persist. (shrink)

On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well (...) as our very sense of history and progress, and that with the advent of digital technologies the possibility of a posthistorical era is granted. I confront this idea with Stiegler's analysis of technological tools and practices as strongly materialized memories, which amounts to a plea for securing the link with the particular history behind the technologies we use. Here, education should play a conservative role and take responsibility for using technologies in a correct way. I argue that Stiegler is not wholly consistent on this point and, moreover, that his view precludes the possibility to rethink the very meaning of education under present conditions. This possibility is opened if we turn to a philosopher which is ruthlessly criticized by Stiegler for being a technophobe: Agamben. I argue, however, that a more detailed reading of Agamben—n combination with Flusser—might show a completely different and far more positive appreciation for digital technology and that this view offers an opening for rethinking what education is all about. (shrink)

This thesis is concerned with John Stuart Mill’s democratic theory. In chapter I, I examine the relations between political philosophy and political theory and science before providing a detailed outline of the aims of the dissertation. In chapter II, I argue that in order to reconcile the concepts of progress and equality within a utilitarian theory, a Millian political system needs to devise institutions that promote general happiness, protect individual autonomy, safeguard society from mediocrity. Chapter III discusses what different authors (...) have said about Mill and liberty, then explores James Mill’s theory of education and Coleridge’s influence on John Stuart Mill’s thought. I conclude by criticising Richard Arneson’s interpretation according to which the Considerations and On Liberty are inconsistent, and some of Gregory Claeys’ conclusions on Mill and paternalism. Chapter IV explores the methodology of the social sciences and the philosophy of history as found in Mill’s writings; then it considers Mill’s thought in regard to his father’s Radical proposals. I also discuss at some length the idea of the tyranny of the majority. Chapter V begins with a discussion of Hanna Pitkin’s theory of representation. I then provide a critical account of Richard Krouse and Nadia Urbinati’s interpretations of Mill. I conclude by arguing that, in a Millian democracy, the higher is the degree of complexity or the need for expertise in dealing with affairs, the greater is the bearing of the principle of competence in assessing whether a representative should act as a trustee or a delegate. I also introduce the idea of rational debate as a sort of ‘influence multiplier’, arguing that this would help to make a democracy rational and effective along Millian lines. In the last two chapters, I stress the relevance of Mill’s political philosophy as for some contemporary issues (nationalism, European federalism, current social and economic changes) while suggesting some potential further investigations, and summarise my conclusions. (shrink)

The goal of this essay is to analyse the influence of Johann Bernhard Basedow and Rousseau on Kant’s cosmopolitanism and concept of cosmopolitan education. It argues that both Basedow and Kant defined cosmopolitan education as non-denominational moral formation or Bildung, encompassing—in different forms—a thin version of moral religion following the core tenets of Christianity. Kant’s encounter with Basedow and the Philanthropinum in Dessau helps to understand the development of Kant’s concept of cosmopolitanism and educational theory ‘in weltbürgerlicher Absicht’. (...) Rousseau’s role is more complex: he clearly influenced Kant; he is usually considered a precursor of modern nationalism and national education; and recent studies have stressed the cosmopolitan dimension of his educational programme. I claim that the dilemma of education according to Rousseau is that one has to choose between education of homme or education of citoyen, and that there is no way to avoid or go beyond this stark alternative. Kant’s reinterpretation of Rousseau is favourable and creative and has found many followers up to the present, but is misleading, as he ignores the dilemma and imposes his own conception of cosmopolitanism, of cosmopolitan education and of (possible) progress in history on Rousseau while claiming that this was actually Rousseau’s message. (shrink)

In his fortieth anniversary commemoration of the Cooper Union Museum for the Arts and Decoration in 1937, John Dewey wrote confidently about the development of museums as educational institutions. As Dewey argued, “[o]ne of the most striking features of recent American culture has been the rapid growth of museums in all lines, artistic, commercial and industrial; of natural history, anthropology and antiquities.” Dewey explained that it “has become generally recognized” that museums “occupy as necessary a place in popular education (...) as do public libraries,” arguing that “[v]ision of [museums’] educational function has kept pace with their material expansion.” In general, Dewey contended, a “museum that is directed... (shrink)

Faculty journals are one of the necessary platforms for qualified academic production. Since 2018, the number of the published journals of theology faculty has reached 56. The purpose of this study is to analyze the articles on religious education published at journals of theology faculty between 1925 and 2017 by virtue of the used research methods such as qualitative and quantitative, and numerical distribution according to the journals, subject area diversity, scientific research methods used, contributions of different science branches, (...) number of author and foreign language writing. Research is a type of descriptive and cross-sectional screening based on document analysis and content analysis. There are 604 articles on religious education published in journal of theology faculty. According to the results of the research, the religious education articles have a very wide subject network and the majority of the articles are the theoretical studies. Research is important in terms of revealing the current state of published works on religious education.SummaryReligious education is quite old as the practice, but as a scientific discipline is an area that can be considered new in Turkey. However, it should be noted that religious education has left behind a process that lasts nearly 40 years and has been making a rapid progress towards becoming a scientific discipline. In Turkey, the first journal of the Republican period in theology is The Journal of Dârü'l-Fünûn Faculty of Theology. it published 25 issues until 1933 in which the Dârü’l-fünûn Faculty of Theology ended its education. In this research, covering the 92-year period between 1925-2017, articles on religious education published in the journals of the faculty of theology have been evaluated by document analysis and content analysis. During the research, databases of all theology journals were examined through their web pages. There are 604 articles on religious education published in journals of theology faculty. There are only a limited number of studies in the literature that subject the articles in the field of religious education to assessment. The most relevant one to this research is the article by Kaymakcan and Ünsal about the religious education published in the journals of the theology faculty in 1952-2003. A total of 213 articles published in 18 journals of faculties were listed in alphabetical order.The purpose of this study is to analyze the religious education articles published at journals of theology faculty between 1925 and 2017 by virtue of the used research method such as qualitative and quantitative, and numerical distribution according to the journals, subject area diversity, scientific research methods used, contributions of different science branches, number of author and foreign language writing. Research is a type of descriptive and cross-sectional screening based on document analysis and content analysis. The scope of the research is limited to 57 faculties. All articles of all academicians working / had worked in main science branch of religious education were included in the research. In addition, articles of title of religious education / religious teaching which were written by academicians from other fields were also included in the study.The evaluation process of the published articles on religious education in the journals of theology faculty from 1925 to 2017 is divided into three parts. The first is the period from 1925 to 1980. In this period, a total of 17 articles have been published and each year an average of 0.3 percent of articles. The second part is between the years 1995 and 1995 when the new divinity magazines began to be published. In this process, 55 religious education articles were published in the journals of the faculty of theology. In this period, the average number of articles per year is 3,4. The third part is from 1996 to the present. In this period, a total of 532 articles were published and the average of articles per year was 24. One of the results of the study is that the articles on religious education published in the journals of the Faculty of Theology have a wide range of topics. When the subject classification of the articles is examined, it can be seen that the articles are divided into 10 main subject / problem areas. Foundations of religious Education history of religious education, formal religious education, common religious education, informal religious education, ethics and values education, education based on religion, development and religious education, religious education in the countries, person surveys are from these main subject areas. Formal religious education is the area where the most articles are produced (189 article). When we look into the faculty journals the most studies were published in the Journal of Faculty of Theology of Ankara University with 86 articles. With 59 articles Uludag, with 52 articles 19 May, with 51 articles The Republican Journal of Theology follow Ankara University Faculty of Theology Journal. 65% of the articles (368) were written based on the literature review method. 23% of the articles were quantitative, 10% were qualitative and 2% had mixed methods. The number of articles using the qualitative method is 54 and the number of articles using the hash method is 14. According to the academic studies of the authors, the distribution of articles related to religious education is given. According to this, religious education branch constitutes 85% of all articles with 510 articles. 15% of them are composed of 89 articles which are contributed by 23 branches such as theology, philosophy, sociology, literature, educational sciences, and social services. When we look at the distribution of the articles according to the academic study areas of their authors, it is revealed that the science of religious education has an interdisciplinary aspect. It seems that there is an article level contribution to the field of religious education from almost every discipline in theology. When we analyze the articles about religious education published in the faculty of theology journals in terms of the number of authors, it is seen that only 43 of the 604 articles were carried out by more than one researcher. Of the 43 articles with more than one author, 8 were theoretical and the other 35 used empirical methods. When we look at the publication of the articles published in the journals of Theology Faculty in foreign languages, only 12 articles were published in foreign languages. This ratio corresponds to 2%. 7 of the 12 articles were published in German, 4 in English and one in Arabic. According to the results of the study, the rate of writing in a foreign language on the religious education is clearly insufficient. These two problems not only belong to the field of religious education, but also to all the disciplines of theology. In particular, production of articles in foreign languages is obvious that pose a problem for all academic fields in Turkey. In this issue, individual and institutional developments are highly needed. (shrink)

John Stuart Mill's thought on education and schools reflects his wider educational project for individuals and society. As a writer, activist and Member of Parliament, he contributed to the educational debates of his day regarding the form that the new institutions of mass education should take and how they should be funded. He argues that schools should be funded by the state but not controlled by it and advocates a system of competing experiments, monitored by competitive examinations based (...) on facts and payment of teachers by their pupils' results. The democratic and participatory vision of education that he advocates, even for the working class, anticipates the progressive education of Dewey. (shrink)

Through to the early part of the twentieth century the concept of indoctrination was straight-forward and generally free of controversy. Ideological agitations likely fermented by several factors such as a misunderstanding of the progressive education movementProgressive Education Movement, reaction to the growth of FascismEnlightenment, theand Fascism and Communism in Europe especially and student revolts of the sixties and seventies brought with them a host of disturbing connotation surrounding the idea of indoctrination. This is unfortunate as shown in (...) the essay that follows since a simple and clear reading of standard dictionary definitions of indoctrination allow it to serve as an apt benchmark and cautionary guide to practicing science educators. (shrink)

This article invites the view that the Europeanization of an antitotalitarian “collective memory” of communism reveals the emergence of a field of anticommunism. This transnational field is inextricably tied to the proliferation of state-sponsored and anticommunist memory institutes across Central and Eastern Europe (CEE), but cannot be treated as epiphenomenal to their propagation. The diffusion of bodies tasked with establishing the “true” history of communism reflects, first and foremost, a shift in the region’s approach to its past, one driven by (...) the right’s frustration over an allegedly pervasive influence of former communist cliques. Memory institutes spread as the CEE right progressively perceives their emphasis on research and public education as a safer alternative to botched lustration processes. However, the field of anticommunism extends beyond diffusion by seeking to leverage the European Union institutional apparatus to generate previously unavailable forms of symbolic capital for anticommunist narratives. This results in an entirely different challenge, which requires reconciling of disparate ideological and national interests. In this article, I illustrate some of these nationally diverse, but internationally converging, trajectories of communist extrication from the vantage point of its main exponents: theanticommunist memory entrepreneurs, who are invariably found at the helm of memory institutes.Inhabiting the space around the political, historiographic, and Eurocratic fields, anticommunist entrepreneurs weave a complex web of alliances that ultimately help produce an autonomous field of anticommunism. (shrink)

Are the disciplines of education ghosts of a productive past or creative and useful forms of inquiry? Are they in a demographic and organisational crisis today? The contribution of the ‘foundation disciplines’ of sociology, psychology, philosophy, history and economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown (...) that with the an ageing population of education academics, in ten years' time, there could be very few disciplinary specialists left working within faculties of education in UK universities. But does that matter and is the UK no more than a special case? How does this ‘crisis’ look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system? In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 1940s and 1950s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last twenty years haves resulted in their progressive demise. Finally, the book confronts the question as to whether the disciplines have a place in education in the twenty-first century. The book brings the coming crisis into the public view and explores the issue of the past, current and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines as well as to students on educational research methods courses. (shrink)

Education as a necessity of life -- Education as a social function -- Education as direction -- Education as growth -- Preparation, unfolding, and formal discipline -- Education as conservative and progressive -- The democratic conception in education -- Aims in education -- Natural development and social efficiency as aims -- Interest and discipline -- Experience and thinking -- Thinking in education -- The nature of method -- The nature of subject (...) matter -- Play and work in the curriculum -- The significance of geography and history -- Science in the course of study -- Educational values -- Labor and leisure -- Intellectual and practical studies -- Physical and social studies : naturalism and humanism -- The individual and the world -- Vocational aspects of education -- Philosophy of education -- Theories of knowledge -- Theories of morals. (shrink)

It is widely acknowledged that the modern university can be traced back to the inauguration of the University of Berlin in 1810. In the subsequent two centuries, the idea of the university has taken on many forms, largely driven by the political concerns of the day and often in response to demands from the electorate for greater state regulation and accountability for public spending. Until recently, the responsibility for academic and social legitimation had shifted between the church, the state and (...) the university itself. However, in opening up the higher education sector to the influence of the market economy, the state has surrendered much of its political influence over the academic governance of the university to the power of the consumer, which is to say, to students. In this essay, I trace the history of the modern university and examine the significance and implications for nurse education of the turn towards the market. Drawing on the work of Derrida, Lyotard and Readings, I suggest that the return to liberal education is no longer possible, and argue instead for a philosophical strategy of subversion. (shrink)

Thomas Jefferson had a profoundly advanced educational vision that went hand in hand with his political philosophy - each of which served the goal of human flourishing. His republicanism marked a break with the conservatism of traditional non-representative governments, characterized by birth and wealth and in neglect of the wants and needs of the people. Instead, Jefferson proposed social reforms which would allow people to express themselves freely, dictate their own course in life, and oversee their elected representatives. His educational (...) vision aimed to instantiate a progressive social climate only dreamed of by utopists such as Thomas More, James Harrington and Louis-Sébastian Mercier. This book offers a critical articulation of the philosophy behind Jefferson's thoughts on education. Divided into three parts, chapters include an analysis of his views on elementary and higher education, an investigation of education for both the moral-sense and rational faculty, and an examination of education as lifelong learning. Jefferson's educational rationale was economic, political and philosophical, and his systemic approach to education conveys a systemic, economic approach to living, with strong affinities to Stoicism. Thomas Jefferson's Philosophy of Education will be key reading for philosophers, historians and postgraduate students of education, the history of education and philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Research and Policy in Art EducationCharles M. DornHandbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper.The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for (...) any reader who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field.The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. Graeme-Chalmers, Ralph Smith, Anna Kindler, Enid Zimmerman, Elisabeth Soep, and Arthur Efland. Forty-one authors contributed to the book's contents, all of which have nationally recognized expertise in handling the topic discussed.Editors Elliot Eisner and Michael Day view the book as an effort to bring together research and theory, policy, and concepts that guide and give shape to what people in art education try to accomplish—which is, of course, a rather ambitious goal. Even the editors admit the Handbook meets some but not all of these competing orientations. They also claim that the Handbook serves as an assertion that art education is a scholarly field, perhaps even to a fault through mostly ignoring qualitative issues regarding goals, expressive art form, and aesthetics. Also, the editors admit that the Handbook will be a disappointment, which is true, especially with respect to its emphasis on rationales rather than policy problems, on assessment appreciation rather than policy and research, on assessment in art education history as a record of events rather than as policy windows, and on emerging visions as older forms of social and political discourse rather than policy issues, implementation, and evaluation.Nevertheless, the Handbook addresses a number of important policy issues, providing well-developed and valuable views of the field by a variety of important authors and, in some cases, with some rarely seen insights into the nature of the field. I will only review the most salient ideas of the chapter authors in each of the six sections and then comment on what I believe are promising, and sometimes somewhat troubling, directions pointed out in the chapters, including what promises have not been fulfilled. [End Page 111]Section I, on historical currents, includes chapters by F. Graeme Chalmers; Mary Ann Stankiewicz, Pat Amburgy, and Paul Bolin; and John Howell White. Chalmers provides a very thorough overview of the literature on the history of art education, including what he calls the broad perspectives on art education, history, and research interests of art education historians. Overall, he references nearly 300 publications. Stankiewicz, Amburgy, and Bolin then address specific movements in nineteenth-century art education and art, including a brief history of the social function of art, drawing instruction in schools, industrial drawing, manual training, the arts and crafts movement picture study, and progressive education with over 120 references. White, who follows, provides a similar review of major forces, focusing mainly on art education influences in the twentieth century, addressing the contributions of various art educators, arts organizational leaders, artists, government initiatives, and the critical and divergent influences of key post–WW II art education writers. He also documents his work with nearly 300 sources.Section II, on policy perspectives, contains seven chapters, including ones by Ralph Smith; Samuel Hope; Constance Bumgarner Gee; Lois Hetland and Ellen Winner; H. Gene Blocker; and E. Louis Langford and Kelly Scheffer. In Section II, Sam Hope outlines the power of policy and its effect... (shrink)

A small sample of sitting Chinese judges was each asked to describe a difficult case, what ethical issues were involved in the case, and how ethics hampered the case, among other questions. The narratives of the cases from family settings suggest—rising from the stew of Chinese social, political, and legal history, the mix of socialist and Confucian ethics, and case facts—that future research on the influence of Confucian ethics may well show that Chinese judges moderate (“democratize”) the rigors of a (...) rule-based legal system, or that they feel pressure to do so by their ethics (which, for disputes and crimes in a family setting their ethics, are Confucian ethics). We argue that “democratizing” the legal system by including society’s ethics is allowable but unless there is a regular discourse on the role of Confucian ethics in legal decisions judges will continue to feel ethical tension as they go about their work. We recommend that ethics discourse be included along with the Chinese government’s structural reforms such as increasing legal education, mandating codes of judicial ethics, and other measures calculated to align the legal system with the Bangalore Principles of Judicial Conduct 2002. (shrink)

The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated by (...) educational thinkers who remained committed to the traditional aims of teaching about nature. Yet in the second half of the 18th century a change has occurred; educational thinkers started to embrace Baconian ideas and therefore argued that science teaching should be oriented towards generating future scientific progress. Analysing the work of 18th century French and British educational thinkers, this article links the emergence of this new view to developments in the understanding of natural philosophy and to a rising interest in it. It is argued, however, that in themselves, these developments could not adequately explain why Baconian ideas started to influence educational theory in the time in which they did. It is maintained that the incorporation of Baconian ideas into educational thought resulted from a fundamental theoretical shift in the understanding of the role of education itself. (shrink)

Understanding historical empathy is a bourgeoning subfield of social studies education research. Students demonstrate historical empathy by analyzing sources 1) to determine historical context, 2) identify perspectives of historical figures, and 3) make affective connections to historical content. Therefore, the purpose of this research is to examine primary sources from educational leaders and organizations during the Progressive Era in American public school education in order to trace the origins of historical empathy as an implicit goal in the (...) social studies curriculum. Our guiding research question is “How does the work of Progressive Era organizations and educational leaders impact how Americans viewed historical empathy?” We purposefully selected documents from Progressive Era organizations and certain leaders whose work formed a strong foundation of social studies education history. We conclude with an examination of the importance of historical empathy today in order to demonstrate the importance of historical empathy as a curricular aim of social studies education. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the educational system (...) of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

This paper reviews 30 years of progress in U.S. cognitive science research related to education and training, as seen from the perspective of a research manager who was personally involved in many of these developments.

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to (...) cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

This study examined the approaches used by two preservice elementary school teachers as they designed and taught antiracist social studies lessons about civil rights history during a community-based field experience. Using a theoretical framework of racial pedagogical content knowledge (RPCK), we identified three domains of RPCK needed to enact antiracist elementary social studies teaching and analyzed how these domains surfaced during lessons and interviews. Our cross-case analysis revealed that both preservice teachers struggled to balance presenting civil rights events as historically (...) significant while also calling their legacy into question. However, the preservice teacher who fostered dialogic and student-centered discussions was ultimately more successful with antiracist teaching. We provide implications for supporting elementary school teachers in developing social studies lessons that embody antiracism and teach the long civil rights movement. (shrink)

In Emile Rousseau emphasises four pedagogical principles which have become associated with child-centred education. Rousseau's conception of education, however, is utilitarian. This combination of principles and overall conception anticipates one particular strand of policy thinking today: the ‘new vocationalism’. As a postscript, this paper asks why little work in the history of philosophy of education has been done, and identifies the early arguments of R. S. Peters as responsible for this failure.

In the second half of the nineteenth century, many Latin American intellectuals adapted the philosophy of positivism to address the pressing problems of nation-building and respond to the demands of their own social and political contexts, making positivism the second most influential tradition in the history of Latin American philosophy, after scholasticism. Since a comprehensive survey of positivism’s role across Latin American and Latinx philosophy would require multiple books, this chapter presents the history of positivism and its transformations in Mexican (...) and Chicanx philosophies, proceeding chronologically and focusing on these representative thinkers: Auguste Comte (1798-1857), Gabino Barreda (1818-1881), Justo Sierra (1848-1912), José Vasconcelos (1882-1959), Antonio Caso (1883-1946), and Gloria Anzaldúa (1942-2004). We pay special attention to how positivism was used to build the Mexican nation and reconstruct Mexican identity through education, creating philosophical debates about the relationships among science, religion, morality, education, race, economic progress, and national development. These debates continue to resonate as we think critically about the respective roles of scientific education—then called “positive” education, now “STEM” education—and moral education in the curricula used to educate a country’s youth while reconstructing their ethnoracial and national identities. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

Summary This paper notes and explores the attraction of Dugald Stewart's moral philosophy for women readers and a few women writers. Student lecture notes reveal the chronological development of his ideas, as he drew upon the works of Thomas Reid, Adam Smith, and Adam Ferguson, and responded to political events. Particular attention is paid to Stewart's comments relating to women and gender, through discussions of education, the institution of marriage, and population questions. After 1800, he shifted away from a (...) speculative conjectural history towards a philosophy of moral progress rooted in common sense philosophy and a belief in perfectibility. He taught a system of practical morality relevant to the education of children and strongly emphasised the importance of the association of ideas in childhood. For women readers, the message was contradictory in that he united an apparently conservative reinforcement of the relations of the sexes with a belief in the improvement of the condition of women through education in a modern, progressive, and commercial society. (shrink)

The concept of the artes liberales originates in antiquity and was, especially in the Anglo-Saxon area and during the 17th and 18th centuries, remodelled into a socially, educationally, and politically modern educational concept. In this process, the progress within the empirical sciences and the formation of an early civil public are of the utmost importance. In the course of these transformations, the absolute force of church and state is called into question; educational concepts which have to be called modern emerge (...) from it. (shrink)

The question of education is as old as life itself, and its elements, which have been questioned throughout history, still occupy the minds of many pedagogues, psychologists, philosophers and sociologists today. There are many different experts dealing with education, but one name is particularly important, the name that links the notion of contemporary education and education reform – John Dewey. The aim of this paper is to present his theory and its application in the domain of (...) the philosophy of education, emphasizing the importance of education as a social function in the service of civilizational survival and progress. Social and technological advancement prompted Dewey to the idea of education reform, with focus on practical work and experimental method and with the aim of achieving a balance between knowledge and skills. A significant part of Dewey's philosophy of education is devoted precisely to education. This paper presents general reflections on education, its goals, purpose and definition, and morals as a significant educational aspect, all combining pragmatic approach, making experience and knowledge gained with practical work a priority. (shrink)

The Term 'Practical Progress' in Biomedical Sciences. A Structuralistic Approach to the Reconstruction of Epistemological Terms in Medicine. An attempt is made to elucidate the structure of the term 'practical progress' and to reconstruct it logically. The importance of discovery and confirmation of new regularities as well as of practical rules arising from them depends on their contribution to the solution of practical problems. The application of this structuralistic definition of 'practical progress' is demonstrated with an example from cardiac surgery (...) concerning the solution of the practical medical problem of myocardial protection during open heart surgery. (shrink)