Evidence found in The New York Times from 1939 to 1945 and corroborating sources are used to demonstrate the impact of the Second World War on the progressive educational movement. We posit that December 7, 1941 initiated the waning of the progressive education movement in the secondary social studies curriculum. Progressive education emphasized a child-centered, experiential curriculum, an issues-centered approach to learning, and a critical analysis of society. Our findings indicate that the educational climate during the Second World War initiated (...) a shift from questioning American institutions to celebrating them. Education became more centralized and many educational organizations were mobilized to support the war effort. Specifically, the secondary social studies curriculum became one of several propaganda vehicles in support of the war. In addition, colleges and universities became training grounds for teachers, defense workers, and soldiers. A war on the home front ensued. The progressive secondary social studies curriculum itself was viewed as placing the nation at risk. While other factors such as the Back-to-Basics movement and the Cold War contributed to the waning of the secondary progressive educational movement, World War Two (WWII) set the decline in motion. (shrink)

In the decades after the Civil War, Southerners wrote and published their own history textbooks for secondary schools. These “mint julep textbooks,” as the Southern all-white editions were called by the 1960s, reinforced a Lost Cause narrative of the war for Southern audiences while competing with Northern versions of events. In this study, we employ both historical narrative and content analysis of six textbooks’ portrayals of John Brown, John Wilkes Booth, and Nathan Bedford Forrest. The textbooks that are compared– three (...) Southern and three Northern – were written from the 1870s through the 1910s. While subtle but important differences emerge between the Northern and Southern depiction of these three figures, an even more important trend developed when analyzing change over time. In this article we conclude that, as time progressed, Southern versions of events increasingly impacted Northern textbooks. By the 1930s, the mint julep version of these three figures became the national consensus, as reflected in the work of historian David Saville Muzzey. This consensus around events like the raid at Harpers Ferry, the assassination of Lincoln, and the massacre at Fort Pillow lasted for much of the 20th century. By the early 20th century, Northerners appeased Southern interests in the writing of history textbooks. (shrink)

Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities in a (...) southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level. (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)

Most scholars think not. But in this pioneering book, John H. Zammito challenges that view by revealing a precritical Kant who was immensely more influential than the one philosophers think they know.

The modern corpuscular theory of radiation was born in 1905 when Einstein advanced his light quantum hypothesis; and the steps by which Einstein's hypothesis, after years of profound scepticism, was finally and fully vindicated by Arthur Compton's 1922 scattering experiments constitutes one of the most stimulating chapters in the history of recent physics. To begin to appreciate the complexity of this chapter, however, it is only necessary to emphasize an elementary but very significant point, namely, that while Einstein based his (...) arguments for quanta largely on the behaviour of high-frequency black body radiation or ultra-violet light, Compton experimented with X-rays. A modern physicist accustomed to picturing ultra-violet light and X-radiation as simply two adjacent regions in the electromagnetic spectrum might regard this distinction as hair-splitting. But who in 1905 was sure that X-rays and γ-rays are far more closely related to ultra-violet light than to α-particles, for example? This only became evident after years of painstaking research, so that moving without elaboration from Einstein's hypothesis to Compton's experiments automatically eliminates from consideration an important segment of history—a segment in which a major role was played by William Henry Bragg. (shrink)

Prison work creates ethical challenges for which a training program was initiated for Dutch prison staff to foster their Moral Craftsmanship (MCS). The concept of MCS is not yet defined and operationalized in literature. This explorative study aims to 1) define MCS, 2) identify conceptual elements of MCS, and 3) develop a measurement tool for MCS. A document and literature study provided input for the definition and selection of conceptual elements related within DCIA policy documents, identifying three conceptual levels of (...) MCS: individual (cognition, attitude, and actions), team, and leadership. This first MCSQ consists of seventy-one items distributed across the domains: values and norms, judgment and reasoning, consultation, implementation, looking back, interactions, and leadership. We tested its usability via ‘think-aloud interviews.’ Validation of the current version of the MCS-Questionnaire and consensus among experts about what to include or exclude in the concept of MCS are needed for further development. (shrink)

Like many people these days, I believe there is no general moral obligation to obey the law. I shall explain why there is no such moral obligation – and I shall clarify what I mean when I say there is no moral obligation to obey the law – as we proceed. But also like many people, I am unhappy with a position that would say there was no moral obligation to obey the law and then say no more about the (...) law's moral significance. In our thinking about law in a resonably just society, we have a strong inclination to invest law with a sort of moral halo. It does not feel right to suggest that law is a morally neutral social fact, nor to suggest that law is merely a useful social technique. In this essay, I shall try to account in part for law's moral halo. Because I share the widespread inclination to invest law with this halo, I shall not be interested in a merely historical account of how we come to see law with a halo – a pure “error theory” of law's halo, if you will. I want to justify the halo. On the other hand, the main way to justify the halo is to get clear just what law's moral significance is. It is unlikely that at the end of the process of clarification the halo will have exactly the shape or luminance that it had at the beginning. (shrink)

Ḥāʼirī Yazdī, Mahdī - Criticism and interpretation ;Muslim philosophers - Iran ;Muslim scholars - Iran.

On the life of Nund-Rishi, Nund-Rishi, Muslim saint from Jammu and Kashmir and Kashmiri poet.

Descartes, René, 1596-1650; Modern philosophy.

Islamic philosophy; Hanbalites; doctrines; creation (Islam); early works to 1800.

Criticism and interpretation of Zawāhir al-ḥikam by Ḥasan ibn ʻAbd al-Razzāq Lāhījī, 1635 or 1636-1709 or 1710; Islamic philosophy - Early works to 1800; Shīʻah - Doctrines - Early works to 1800.

Although the field of surgical ethics focuses primarily on informed consent, surgical decision‐making, and research ethics, some surgeons have started to consider ethical questions regarding justice and solidarity with poor and minoritized populations. To date, those calling for social justice in surgical care have emphasized increased diversity within the ranks of the surgical profession. This article, in contrast, foregrounds the agency of those most affected by injustice by bringing to bear an ethic of accompaniment. The ethic of accompaniment is born (...) from a theological tradition that has motivated work to improve health outcomes in those at the margins through its emphasis on listening, solidarity against systemic drivers of disease, and proximity to individuals and communities. Through a review of surgical ethics and exploration of a central patient case, we argue for applying an ethic of accompaniment to the care of surgical patients and their communities. (shrink)

The conversation with Jill H. Casid and Anna Campbell is a reconceptualization of several themes to develop an aesthetic that incorporates notions of the necropolitical and redefines the concept of the Anthropocene as the Necrocene. The Necrocene implies an era marked by death, decay, and the consequences of human impact on the environment, as well as a critical reflection on the choices individuals and societies make that contribute to the transition from the Anthropocene to the Necrocene. These reflections serve as (...) cautionary tales or reflections on the unsustainable path of the Anthropocene. An important reflection in the interview is how queer and transgender people are using art and assemblages to refuse the terms of the current tensions of the culture wars. (shrink)

jild-i 1. [Without special title] -- jild-i 2. Shāmil-i mustadrakāt va muṣṭalaḥāt va kullīyāt-i falsafah -- jild-i 3. Ilāhiyāt -- jildi 4. Ilāhiyāt bi-maʻnī-i akhaṣṣ -- jild-i 5. Dar Ilāhiyāt bi-maʻnī-i akhaṣṣ.

This collection of previously unpublished essays is a celebration of the life and thought of a beloved professor who died of cancer in 1983. (pb).