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Excerpt from Twentieth Century Educational Problems The discussions following are the result of a profound conviction, growing and partly expressed during the closing decade of the nineteenth century, that there should be a clearer understanding of the special functions of the several types of institution comprising our half-developed but rapidly crystallizing educational system, and that with fuller understanding would come nobler ideals resulting in a more practical because a more fraternal harmony of endeavor; and a mighty uplifting effort in which all those influences now operating divergently shall join forces along lines prayerfully planned for the ultimate good of the common cause. Several of these chapters were originally prepared for addresses or review articles and have been slightly modified for their present use. Only a few phases of the higher education have been broached; the treatment has not been exhaustive; nor has an attempt been made to adhere to the rigidly logical in the arrangement of topics. 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.
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Since the birth of the republic, the aim of social education has been to prepare citizens for participation in democracy. In the twentieth century, theories about what constitutes good citizenship and who gets full citizenship in the civic polity changed dramatically. In this book, contributors with backgrounds in history of education, educational foundations, educational leadership, and social studies education consider how social education - inside and outside school - has responded to the needs of a society in which the nature and prerogatives of citizenship continue to be contentious issues.
No detailed description available for "American Education in the Twentieth Century".
First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Educating for the Twenty-First Century explores critical issues facing education in the 21st century.
In the Shadow of Authoritarianism explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved in a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current interests in the Common Core State Standards. “Perhaps the recent rise of new authoritarian threats—not just abroad, but also at home—will rejuvenate our long tradition of democratic education. Schools have served as the bulwarks of democracy before. Let's hope they can do so again, guided by this smart little book.” —Jonathan Zimmerman, University of Pennsylvania “Fallace offers a fresh, provocative history of democratic education as it has been practiced in the United States.” —Walter Parker, University of Washington