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Towards New Education Gandhijis ideas in regard to this New Education did not, of course, suddenly emerge from his brain in 1937, but were the outcome of long years of sustained thought and experience. The present book relates to this earlier formative period when he revolted from the prevailing system of education and sought in various ways to substitute it by educational practices more in harmony with his own conception of the function of education. To understand adequately the Basic Education scheme which he formulated in 1937 it is essential to go back to this earlier period where we can see it in origin and growth. The present book may, therefore, be said to be a necessary companion volume to the one on Basic Education.
With reference to India.
A leading educational thinker argues that the American university is stuck in the past -- and shows how we can revolutionize it for our era of constant change Our current system of higher education dates to the period from 1865 to 1925. It was in those decades that the nation's new universities created grades and departments, majors and minors, all in an attempt to prepare young people for a world transformed by the telegraph and the Model T. As Cathy N. Davidson argues in The New Education, this approach to education is wholly unsuited to the era of the gig economy. From the Ivy League to community colleges, she introduces us to innovators who are remaking college for our own time by emphasizing student-centered learning that values creativity in the face of change above all. The New Education ultimately shows how we can teach students not only to survive but to thrive amid the challenges to come.
Essays by some of the world's leading educators provide a revolutionary portrait of new ideas and developments in education that can influence the possibility of social and political change. The authors take into account such diverse terrain as feminism, ecology, media, and individual liberty in their pursuit of new ideas that can inform the fundamental practice of education and promote a more humane civil society. The book consolidates recent thinking just as it reflects on emerging new lines of critical theory.
This book examines the connections between public school reform in the early twentieth century and American political development from 1890 to 1940.
In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms. In the wake of World War II, a coalition of thinkers gained dominance in U.S. policymaking. They identified educational opportunity as the ideal means of addressing racial and economic inequality by incorporating individuals into a free market economy. The passage of the Elementary and Secondary Education Act (ESEA) in 1965 secured an expansive federal commitment to this goal. However, when social problems failed to improve, the underlying logic led policymakers to hold schools responsible. Moak documents how a vision of education as a panacea for society's flaws led us to turn away from redistributive economic policies and down the path to market-based reforms, No Child Left Behind, mass school closures, teacher layoffs, and other policies that plague the public education system to this day.
The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students.
Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.
This title will give students and other readers a clear understanding of the true state of public and private education systems in the United States by refuting falsehoods, misunderstandings, and exaggerations—and confirming the validity of other assertions. This work is part of a series that uses evidence-based documentation to examine the veracity of claims and beliefs about high-profile issues in American culture and politics. Each book in the Contemporary Debates series is intended to puncture rather than perpetuate myths that diminish our understanding of important policies and positions; to provide needed context for misleading statements and claims; and to confirm the factual accuracy of other assertions. This particular volume examines beliefs, claims, and myths about public and private K–12 education in the United States. Issues covered include categories of public and private schools and variations in academic performance and socioeconomic status therein; controversies surrounding school choice, including school vouchers and charter schools; accountability and assessment of private and public schools; debates about school environment, safety, and curricula; and teacher and administrator quality. All of these issues are examined in individualized entries, with objective responses grounded in up-to-date evidence.