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First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
There is no better way to understand a society's assessment of its own success or failure than an examination of its theories of education, because any attempt to improve national performance will be reflected in educational policy. This study is a comprehensive account of the evolution of American educational theory from the colonial period to the present. It includes a broad discussion of the foundations upon which early Americans built their educational policy, as well as influential factors unique to the American experience. From the Revolution to nineteenth century reform efforts to the turbulent twentieth century, educational theory has been adapted to suit the needs of an ever-changing, multicultural society. Throughout U.S. history key objectives have affected the character of education, particularly curriculum. One main thrust for reform has been the belief that equality in education serves the national interest. Examination of the historical attitudes toward the education of African Americans provides a valuable insight into this process. Today America is experiencing significant difficulties in making its educational system succeed, and the negative social effects of this deterioration are already apparent. The future success of educational theory lies in international cooperative efforts.
Excerpt from The Evolution of Educational Theory But it is recognized that in these fields of practical activity the fixity of final achievement were of all things the least desirable, and that movement onwards, through the exhaustion of error and the expansion of the ideals of the good and the true, is man's best destiny. It is evident that in so far as Philosophy gives a true presentation of the central facts of experience, it must partake of this movement, and its History will be the articulate expression and record of the successive phases of the growing experience of mankind. It will offer no solutions which are not hypotheses, no conclusions which are not premisses, no goals which are not points of new departure. But, on that very account, it will give the sense of movement which its theme demands; and of the most secure of all movements, namely, that which deepens the significance and widens the application of its main hypotheses, through the exhaustion of error and the antagonism of the critic and sceptic. The literature of philosophy in this country is rich in many respects; but it contains no History of Philosophy which is based on this conception or which presents with even approximate adequacy the evolution of the central conceptions of human experience. We have nothing which we can compare for a moment with such works as those of Hegel or Erdmann. Teachers of philosophy have to refer the students of its history to translations; and translations, however satisfactory otherwise, are always to some degree alien and repellent. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
First Published in 2005. Emile Durkheim's writing on education is well-known and widely recognized to be of great significance. In these lectures - given for the first time in 1902 to meet an urgent contemporary need - Durkheim presents a 'vast and bold fresco' of educational development in Europe. He covers nearly eight hundred years of history. The book culminates in two long chapters of positive recommendations for modern curriculum, which should be of special interest and value to those concerned with education policy, in whatever capacity.
There is no better way to understand a society's assessment of its own success or failure than an examination of its theories of education, because any attempt to improve national performance will be reflected in educational policy. This study is a comprehensive account of the evolution of American educational theory from the colonial period to the present. It includes a broad discussion of the foundations upon which early Americans built their educational policy, as well as influential factors unique to the American experience. From the Revolution to nineteenth century reform efforts to the turbulent twentieth century, educational theory has been adapted to suit the needs of an ever-changing, multicultural society. Throughout U.S. history key objectives have affected the character of education, particularly curriculum. One main thrust for reform has been the belief that equality in education serves the national interest. Examination of the historical attitudes toward the education of African Americans provides a valuable insight into this process. Today America is experiencing significant difficulties in making its educational system succeed, and the negative social effects of this deterioration are already apparent. The future success of educational theory lies in international cooperative efforts.
Deficit thinking refers to the notion that students, particularly low income minority students, fail in school because they and their families experience deficiencies that obstruct the leaning process (e.g. limited intelligence, lack of motivation, inadequate home socialization). Tracing the evolution of deficit thinking, the authors debunk the pseudo-science and offer more plausible explanations of why students fail.
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