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After the Second World War, progressives and traditionalists waged a quieter battle over schools. In Between Education and Catastrophe, George Buri connects the educational debates of the 1950s to the broader Canadian postwar political conversation about the social welfare state and Keynesian versus laissez-faire models of liberalism. Working skilfully with primary sources, contemporary publications, and a rich array of secondary sources, Buri examines debates over curricula, the purpose of high school, teacher training, rural schools, and standardized testing in Manitoba. The progressives who advocated for a "new liberalism" - characterized by government intervention and the social welfare state - sought to create a system of public schooling that would both equip students to succeed and enlarge their political vision by encouraging compromise and democratic decision making. They promoted more practical subjects, child-centred classrooms, and the use of psychological expertise to promote "life adjustment." Meanwhile, self-styled traditionalists such as Hilda Neatby thought progressive education undermined the individual competition and achievement at the root of a laissez-faire economy, calling for a return to the basics, an elimination of "frill" subjects, and a more academic focus for the public education system. A frank consideration of conflict, power, and influence within school systems, Between Education and Catastrophe brings to light compelling social, cultural, and philosophical themes within the history of education in Manitoba.
A richly textured study of educational developments in English-speaking Canada from the close of the Victorian Age to the eve of World War II.
William J Wilson, The Christian School in Secular Society, BOOK SUMMARY. In this world, according to Scripture, there are two distinct kingdoms. One is the Kingdom of Grace made up of "the people of the light" and the other is the Kingdom of Nature made up of "the people of this world." The Kingdom of Grace is an eternal kingdom with interests that transcend this world. The Kingdom of Nature focuses only on this world. Schools are powerful instruments that can be used to reflect the interests of either kingdom. In a society that has become secularized there is an urgent need for Christians to increase their efforts to promote, establish and maintain schools that will accurately reflect who they are and where they are going. The Kingdom of Nature has taken full advantage of schools to promote humanistic naturalism. The Kingdom of Grace needs to take equal advantage of schools to promote a biblical understanding of life within the context of the highest spiritual and academic standards.