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This major work brings together some of the most significant and influential writing on the history of education during the past thirty years. It illustrates key themes and their relevance for our understanding of the development of schooling.
Education has always been a key instrument of nation-building in new states. National education systems have typically been used to assimilate immigrants; to promote established religious doctrines; to spread the standard form of national languages; and to forge national identities and national cultures. They helped construct the very subjectivities of citizenship, justifying the ways of the state to the people and the duties of the people to the state. In this second edition of his seminal and widely-acclaimed book on the origins of public education in England, France, Prussia, and the USA, Andy Green shows how education has also been used as a tool of successful state formation in the developmental states of East Asia. While human capital theories have focused on how schools and colleges supply the skills for economic growth, Green shows how the forming of citizens and national identities through education has often provided the necessary condition for both economic and social development.
Many Americans wish to believe that the United States, founded in religious tolerance, has gradually and naturally established a secular public sphere that is equally tolerant of all religions--or none. Culture and Redemption suggests otherwise. Tracy Fessenden contends that the uneven separation of church and state in America, far from safeguarding an arena for democratic flourishing, has functioned instead to promote particular forms of religious possibility while containing, suppressing, or excluding others. At a moment when questions about the appropriate role of religion in public life have become trenchant as never before, Culture and Redemption radically challenges conventional depictions--celebratory or damning--of America's "secular" public sphere. Examining American legal cases, children's books, sermons, and polemics together with popular and classic works of literature from the seventeenth to the twentieth centuries, Culture and Redemption shows how the vaunted secularization of American culture proceeds not as an inevitable by-product of modernity, but instead through concerted attempts to render dominant forms of Protestant identity continuous with democratic, civil identity. Fessenden shows this process to be thoroughly implicated, moreover, in practices of often-violent exclusion that go to the making of national culture: Indian removals, forced acculturations of religious and other minorities, internal and external colonizations, and exacting constructions of sex and gender. Her new readings of Emerson, Whitman, Melville, Stowe, Twain, Gilman, Fitzgerald, and others who address themselves to these dynamics in intricate and often unexpected ways advance a major reinterpretation of American writing.
This comprehensive volume identifies and analyzes the significant ideas and institutions that shaped the Western educational heritage. The author examines how worldwide events have impacted education in Europe, North America, and beyond. The third edition incorporates fresh material about the ancient world, European exploration and colonization of North America and India, as well as updated chapters on education in the United Kingdom, France, Germany, and Russia. This edition has an expanded treatment of Carl Jung, a new section on Margaret Naumburg and her Walden School, and enhanced analysis of many other theorists. It concludes with broadened coverage of nineteenth, twentieth, and twenty-first century American education, including many educators new to the third edition. Each chapter contains a new feature: Reflection, Discussion, and Research. From Plato and Aristotle to John Dewey, leading educators raised perennial concepts about education and truth, meaning, and value that remain relevant today. In the progression from antiquity to the present, some issues are marked by change and others by continuity—all of which are important to consider, discuss, and research further.
When Evan Pugh became the first president of Pennsylvania’s Farmers’ High School—later to be known as The Pennsylvania State University—the small campus was in disrepair and in dire need of leadership. Pugh was young, barely into his 30s, but he was energetic, educated, and visionary. During his tenure as president he molded the school into a model institution of its kind: America’s first scientifically based agricultural college. In this volume, Roger Williams gives Pugh his first book-length biographical treatment. Williams recounts Pugh’s short life and impressive career, from his early days studying science in the United States and Europe to his fellowship in the London Chemical Society, during which he laid the foundations of the modern ammonium nitrate fertilizer industry, and back to Pennsylvania, where he set about developing “upon the soil of Pennsylvania the best agricultural college in the world” and worked to build an American academic system mirroring Germany’s state-sponsored agricultural colleges. This last goal came to fruition with the passage of the Morrill Act in 1862, just two years prior to Pugh’s death. Drawing on the scientist-academic administrator’s own writings and taking a wide focus on the history of higher education during his lifetime, Evan Pugh’s Penn State tells the compelling story of Pugh’s advocacy and success on behalf of both Penn State and land-grant colleges nationwide. Despite his short life and career, Evan Pugh’s vision for Penn State made him a leader in higher education. This engaging biography restores Pugh to his rightful place in the history of scientific agriculture and education in the United States.