Originally published in 1913, this text was written in anticipation of the King's Speech for that year, which was due to include a Bill for the development of a National System of Education. The text puts forward the view that 'unless the Bill succeeds in making the most of the movement for reform springing from the schools themselves, it can but grant opportunities which will be incompletely utilised'. This book will be of value to anyone with an interest (...) in the history of education and educational reform. (shrink)

UK higher education reform (BIS, ) has been presented as a common-sense movement towards efficiency. This article will argue that, in reality, the marketisation of higher education is a movement towards negative freedom, defined after Berlin () as unrestricted choice. Using Shakespeare's Antony and Cleopatra as a means to explore the relationship between rationality and sensibility, it considers how negative freedom may undermine human connectivity and debase our relationships. In so doing, this article challenges the idea that (...) importing the market system into education will enhance the ‘student experience’. (shrink)

Introduction : Dewey's lifelong crusade for participatory democracy -- Michigan beginnings, 1884-1894 -- Dewey at the University of Chicago, 1894-1904 -- Dewey leaves the University of Chicago for Columbia University -- Elsie Clapp's contributions to community schools -- Penn and the third revolution in American higher education -- The Center for Community Partnerships -- The university civic responsibility idea becomes an international movement -- John Dewey, the Coalition for Community Schools, and developing a participatory democratic American society.

(1993). The Theory Movement in Educational Administration and the Administrative Reform of New Zealand Education: Are There Any Parallels to Be Drawn? Educational Philosophy and Theory: Vol. 25, No. 2, pp. 21-30.

This article is an attempt to critique some of the limitations of dominant school reform discourses in education, drawing upon the work of Michel Foucault, Michael Apple, Maxine Greene, and Dennis Carlson, in addition to writers in the emerging field of what might be called ?eco-progressivism.? The intersections between ecology and education can help construct a distinct counternarrative of progressive educational reform that is informed by ecological discourses, movements, and zeitgeists. Through the field of conservation biology, I (...) hope to connect both ecology and education as crisis disciplines and suggest that the reform discourse in the field of biology utilizes a much different framework than that of current school reform orthodoxy. These differences have powerful and real consequences for the ways in which children and teachers experience school. Utilizing the well documented case of the failure of the Biosphere 2 research project as a grounding metaphor and cautionary tale, I plan to show not only the severe limitations of the current school reform orthodoxy but the ways in which the normalization of what I call the ?biospheric number? functions as a technology of power. Finally, I hope to position the emerging worldview of eco-progressivism as a useful framework for reconsidering school reform specifically and the progressive education movement more broadly. (shrink)

Ramism was the most innovative and disruptive educational reform movement to sweep through the international Protestant world in the latter sixteenth and early seventeenth centuries. During the 1620s, the Thirty Years' War destroyed the network of central European academies and universities which had generated most of this innovation. Students and teachers, fleeing the conflict in all directions, transplanted that tradition into many different geographical and cultural contexts in which it bore are wide variety of interrelated fruit. Within (...) the Dutch Republic, post-Ramist method played a crucial role in the rapid assimilation of Cartesianism into a network of thriving young academies and universities. From England to east-central Europe, the tradition was no less important in accelerating the reception of Baconianism. In the easternmost outpost of the Reformed world in Transylvania, the displaced tradition generated a final flourishing of philosophical innovation which exercised a formative influence on the young Leibniz. The failure of all of these efforts to assemble the fruits of this tradition into an encyclopaedic synthesis marks a major watershed in Western intellectual history. The Reformation of Common Learning brings together all of these aspects of the tradition in a manner which roots them in deeper historical developments and relates a series of far-flung and poorly understood developments together in new ways. (shrink)

School as counter-public" is the hermeneutic key with which Ralf Koerrenz interprets the school model of the Jena Plan. Similar to the Dalton-Plan or the Winnetka-Plan, the Jena Plan is one of the most important concepts of alternative schools developed in the first half of the 20th century as part of the international movement for alternative education, the?World Education Fellowship?. 0Peter Petersen's "Jena Plan" concept must be understood from his educational philosophical foundations. The didactic levels of action at (...) school (teaching, learning) as well as the reflection of theory in pedagogical practice are made understandable by "school as a counter-public". Not least with a view to the today's Jena Plan schools, the question is asked for a context-independent core of what makes a school a Jena Plan school. The opportunities and ambivalences of the model thus become equally visible. (shrink)

_Humanizing Education_ offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the _Harvard Educational Review_ carries readers to places where people have first imagined—and then organized—their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy (...) Uhlar Murray, Valerie Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art Education and the Emergence of Radical Art Movements in Egypt: The Surrealists and the Contemporary Arts Group, 1938–1951Patrick Kane (bio)So it wasn’t the aim of the artist to just toss out a work of art. A tradition of the exhibition of the natural, and its meaning was not that it fled from life, but that it had penetrated and plunged into reality. Its meaning was not a prescription (...) or plain exercise in the taste of the sublime, or harmony of forms and charming scenes; and its meaning was not as a decoration of life; it was in its expression of what life inspires in us to give back.—Henry Moore, as quoted by Ramses Yunan, in “The Aim of the Contemporary Artist”1In these crucial days of difficulty, the artists in this country live in tall aristocratic towers.... For this peasant has an art of his own that sustains him, and it is not that art of the educated class.—Kamil Al-Tilmisani (c. 1941–1942)By 1938, as the agrarian crisis in Egypt deepened, the Depression, food shortages, low wages, expropriations of crops, and forced rents opened a polemic among Egyptian intellectuals over the role of the state and the looming threat of fascism. With the dismissal of the government of Mustafa Al-Nahas at the end of 1937, the political turbulence underscored the weakening of the Wafd Party. Opponents of the old Wafdists and supporters of the monarchy resorted to openly fascist tactics, including the establishment of youth organizations and the Blue Shirts, the fascist front of the young Wafdists who modeled themselves on Mussolini’s Black Shirts. The serial crises of agrarian struggles and parliamentary stalemates between [End Page 95] nationalists and monarchists led to increasingly militant stances by the paramilitary fascist organization Misr Al-Fattah (Young Egypt) as a counter to the Muslim Brothers. When Mahmud Khalil resigned from the Wafd and assumed the presidency of the Senate in 1938, his ascension opened a new phase of struggle in politics through culture and the arts.2 In this context, caricatures and satirical sculptures of Khalil appeared in 1939 that parodied him as the icon of a “dictatorship of art.”3 Leading intellectuals from all political stances addressed these issues directly. The cultural journals were peppered with articles on the problems of everyday life and the material crises with such representative titles as ‘Abbas al-Aqqad’s “Food for the Rich,” in which he raised the problem of food shortages and inequity as an issue for reform.4 Within the year, articles in Al-Risala and Al-Thaqafa drew comparisons with French and Italian nineteenth-century landscapes as a model for the recognition of the countryside as a subject. In journalism and the arts, suffering became a part of the recognition of the everyday, as articles appeared on Millet’s nineteenth-century paintings of French peasants.As the war in Europe encroached into the cover pages of Egypt’s cultural journals, Zaki Muhammad Hasan wrote an essay for Al-Thaqafa entitled “The Angelus,” with a reproduction of the 1859 painting by Jean Francois Millet (1814–1874).5 Hasan wrote about Millet’s interest in the “the daily labors of the peasant” as a depiction of the conditions of French peasants. Hasan’s mention of Millet’s own peasant origins, and his listing of paintings of social conditions, including Les Glaneuses (The Gleaners), reflected a broadening interest in the artistic subject of the peasant and the rise of the peasant as artist. Although in Millet’s painting there is a prayer scene of a man and a woman in the fields that is generally regarded as the evening prayer with the sun setting, an Egyptian reader could link the prayer with the issue of workers taking breaks in the fields at a time when the issue of compensation of peasant farm workers was paramount.6 Hasan introduced “The Angelus” to his readers as a Catholic prayer in southern Europe offered at dawn, noon, and sunset and compared the origins of the prayer’s stanzas from the Gospel of Luke 1:28–31 with passages from the chapter on Maryam in the Quran... (shrink)

In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors (...) raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities. (shrink)

Should public schools provide students with opportunities to write poetry? If so, why? The modern education reform movement insists that students be able to answer questions citing specific textual evidence. In practice, this means that American public education focuses on standardized testing and gives students few opportunities to say something new. In this essay, I explain how Charles Taylor’s expressivist thesis justifies a place for poetry in the public-school curriculum. According to Taylor, the designative-instrumentalist theory of language emphasizes (...) its role in transmitting pre-existing thoughts. The constitutive-expressivist theory of language, on the contrary, maintains that people form and clarify their thoughts in expressing them. For the latter view, poetry is a way to give voice to one’s authentic self, one’s community, and the cosmos. This article brings this insight into contemporary debates about the curriculum and explains the democratic value of encouraging students to express themselves. (shrink)

This study explores the educational meaning of Songdok in traditional Korean education. Songdok refers to the act of memorizing text completely while reading it aloud; however, in traditional Korean education, it used to symbolize ‘learning’ itself. Historically, Songdok was regarded in extreme terms: being criticized as low-level memorization or encouraged as a religious ritual. In the Goryeo Dynasty, when civil service exams were introduced, Songdok was performed to memorize Confucian textbooks solely for passing the exam. However, its status changed (...) in the mid-1600s because of an educational reform movement by Neo-Confucian fundamentalists. Given the widespread perception in South Korea that ‘imitating a saint is a way of learning’, Songdok has been elevated as part of moral consciousness. Here, we discuss how Songdok takes on two opposing educational objectives: One is passing the exam, and the other is imitating a saint. An examination of Songdok provides insightful perspectives on Korean education, especially regarding sluggish moral education. (shrink)

Educational reformers all around the globe are continuously searching for ways to make schools more effective and efficient. In Germany, this movement has led to reforms that reduced overall school time of high track secondary schools from 9 to 8 years, which was compensated for by increasing average instruction time per week in lower secondary school. Based on prior research, we assumed that this reform might increase gender disparities in STEM-related outcomes, stress, and health because it required (...) students to learn similar content in less amount of time. Therefore, we investigated how the school time reform affected gender disparities at the end of upper secondary school between 2011 and 2013. Specifically, we considered representative data of the last two cohorts who completed lower secondary school before the reform and the first two cohorts after the reform from the National Educational Panel Study. Potential differences in gender disparities were investigated for upper secondary school outcomes of subject-specific standardized test performance, self-concept, and interest in mathematics, biology and physics, as well as outcomes of school-related stress and health. Overall, we found substantial disparities between girls and boys, which seemed to change little after the reform. Exceptions were the statistically significant gender × reform interactions for one stress dimension and two health dimensions which increased for both boys and girls, but more strongly for girls. (shrink)

This chapter contains sections titled: “Pedagogy” and “Science” The Educational Reform Movement of the Eighteenth Century Kant, Hegel, and the Reform Movement Kant Hegel Conclusion.

The educational reform movement in social studies has focused on constructivist and inquiry-oriented approaches to the teaching of history. Since many social studies teacher education students have had little experience with such approaches in their own schooling, special attention needs to be given to these topics within teacher preparation programs if they are to be implemented in schools. One pathway for accomplishing this is through investigations of local history. This article presents an exploratory qualitative research study investigating (...) pre-service teachers' understanding of inquiry and the impact of a set of lessons in a methods class using local history in the service of inquiry-oriented learning. The results suggest that local history can be an effective tool for stimulating interest in and a deeper understanding of inquiry-oriented teaching. (shrink)

_Learning Communities_ is a groundbreaking book that shows how learning communities can be a flexible and effective approach to enhancing student learning, promoting curricular coherence, and revitalizing faculty. Written by Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick¾acclaimed national leaders in the learning communities movement¾this important book provides the historical, conceptual, and philosophical context for LCs and clearly demonstrates that they can be a key element in institutional transformation.

Jean Anyon's groundbreaking new book reveals the influence of federal and metropolitan policies and practices on the poverty that plagues schools and communities in American cities and segregated, low-income suburbs. Public policies...such as those regulating the minimum wage, job availability, tax rates, federal transit, and affordable housing...all create conditions in urban areas that no education policy as currently conceived can transcend. In this first book since her best-selling _Ghetto Schooling_, Jean Anyon argues that we must replace these federal and metro-area (...) policies with more equitable ones so that urban school reform can have positive life consequences for students. Anyon provides a much-needed new paradigm for understanding and combating educational injustice. Radical Possibilities reminds us that historically, equitable public policies have been typically created as a result of the political pressure brought to bear by social movements. Basing her analysis on new research in civil rights history and social movement theory, Anyon skillfully explains how the current moment offers serious possibilities for the creation of such a force. The book powerfully describes five social movements already under way in U.S. cities, and offers readers interested in building this new social movement a set of practical and theoretical insights into securing economic and educational justice for the many millions of America's poor families and students. (shrink)

This inquiry aims to enrich conversation regarding school reform. The author asks about what other discourses are possible when the action-oriented question of how to ‘act’ is a major approach to ‘fix’ current educational problems. Drawing from Taoist philosophy of wuwei (non-action), the author provides a frame to review current school reform movement. Political philosophy of wuwei highlights non-interference or non-intervention governance. Laozi discusses his theory of governance that a sage leader should take and explicates the (...) paradox of non-action: By not doing, everything is done. The paradox of wuwei complicates dialogues in the field of curriculum theory by opening spaces for taking effortless actions in the midst of standardization and accountability reform movement. (shrink)

In this essay, Sarah Stitzlein addresses a key current crisis in public education: accountability. Rather than centrally being about poor performance of teachers or inefficiency of schools, as we most often hear in media outlets and in education reform speeches, Stitzlein argues the crisis is at heart one about citizen responsibility and political legitimacy. She claims that the recent accountability movement has shifted the onus of curing society's problems almost exclusively onto schools, but contends that these burdens should (...) not just be unidirectional. There is, Stitzlein maintains, a corresponding obligation on the part of citizens to public schools. This includes all citizens, not just those closely tied to schools through their children or employment. Moreover, this obligation entails a robust commitment that extends beyond merely supporting public schools through taxes, voting for levies, and choosing to send one's children to them. The responsibility of citizens includes upholding a commitment to schools as a central institution of democracy — something that sustains democracy but also, in its best forms, is democracy in action. (shrink)

Examines intelligent design as a science, a philosophy and a movement for educational reform. Central to all three aspects of ID is its claim that, if science education is to be other than state-sponsored propaganda, a distinction must be drawn between empirical science and materialist philosophy.

Parental activism in education reform, while often portrayed as an exemplary manifestation of participatory democracy and grassroots action in response to entrenched corporate and bureaucratic interests, is in fact carefully cultivated and channeled through strategic networks of philanthropic funding and knowledge. This paper argues that these networks are characteristic of a contemporary form of neoliberal governance in which the philanthropic “gift” both obligates its recipients to participate in the ideological projects of the givers and obscures the incursion of market (...) principles into education behind a veneer of progressive activism. Drawing on archival research as well as personal interviews with Seattle-based reform advocates, representatives of philanthropic organizations, and school administrators, the paper points to the need to critically evaluate the “roots” in grassroots movements and trace their connections to larger institutions and agendas. (shrink)

The present study examines how two famous professors in Central Europe decided to network together in order to promote traditional Christian faith through New Orthodoxy of Debrecen and Reformed Pietist of Vienna which became the source of renewal in the Reformed Church of Hungary. Their correspondence bears a witness to the endeavour to train, teach and guide young students enabling them to become persons of influence in the church. This research paper examines contents of the exchange of letters between Ferenc (...) Balogh of Debrecen and Eduard Böhl from Vienna with a particular view on how they educated the future generation along the evangelical-pietist faith that both professors adhered to. (shrink)

The U.S. Civil Rights Movement (CRM) is a relevant K-6 topic to learn foundational concepts of social justice and participatory citizenship. Year after year, though, U.S. elementary school lessons typically focus on a Martin Luther King, Jr.-Rosa Parks centered narrative, adapted for character education. This qualitative inquiry invited 66 pre-service teachers to explore social justice education embedded at the core of existing K-6 historical topics. Examining pre-service teachers' knowledge, beliefs, and what and how they plan to teach their future (...) students revealed dated educational philosophies. They held limited content knowledge and sociopolitical critical thinking needed to teach the CRM's civic significance and were conflicted by wanting to both empower students and withhold information. This study describes actions designed to model replicable, justice-oriented lessons and help K-6 pre-service teachers reflect on pedagogical choices and ideologies they adopt. It also calls attention to the challenges of K-6 teacher education and school reform when teachers lack content knowledge and political/cultural awareness. (shrink)

Every educational reform brings challenges, and ‘New Math’ is one of the most intriguing and influential reforms in mathematics education. New Math, which began to be implemented predominantly in t...

Autobiography and Teacher Development in China investigates the roles of autobiography in teacher education, as several scholars in China recontextualize Western conceptions of teacher development, combining them with uniquely Chinese cultural conceptions to articulate a reconceptualization of teacher development that holds worldwide significance. Framed by the work of Zhang Hua and William F. Pinar, these theoretical and practical essays point to an internationally inflected reconceptualization of teachers' professional development, pre-service and in-service. This volume addresses multiple movements of teacher education (...) class='Hi'>reform worldwide, focused on crafting a nationally distinctive course not only internationally, but also culturally, historically, and locally. (shrink)

Simply put, charter schools have not lived up to their advocates’ promise of equity. Using examples of tangible civil rights gains of the twentieth century and extending feminist theories of invisible labor to include the labor of democracy, the authors argue that the charter movement renders invisible the labor that secured civil protections for historically marginalized groups. The charter movement hangs a quality public education—previously recognized as a universal guarantee—on the education consumer’s ability to navigate a marketplace. The (...) authors conclude that the neoliberal agenda of positioning choice as the best mechanism for securing an education rolls back the rights that were already secured through the labor of democracy. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the (...) class='Hi'>educational system of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

For nearly two decades, E. D. Hirsch’s book _Cultural Literacy_ has provoked debate over whose knowledge should be taught in schools, embodying the culture wars in education. Initially developed to mediate against the multicultural "threat," his educational vision inspired the Core Knowledge curriculum, which has garnered wide support from an array of communities, including traditionally marginalized groups. In this groundbreaking book, Kristen Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and (...) cultural politics underlying neoconservative initiatives in education. Ultimately, _Rightist Multiculturalism_ does more than assess the limitations and possibilities of Core Knowledge. It illuminates why troubling educational reforms initiated by neoconservatives have acquired grassroots allegiance despite criticism that their vision is culturally elitist. More importantly, Buras argues understanding that neoconservative school reform itself has become a multicultural affair is the first step toward fighting an alternative war of position—that is, reclaiming multiculturalism as a radically transformative project. (shrink)

A growing international movement, called educational neuroscience, aims to inform educational research, policy, and practice with neuroscience and cognitive science research. The research brings a powerful capability to directly intervene in children's biological makeup, stirring ethical questions about the very nature of child rearing, and the role of education in this process. This study argues that designing children is ethically unacceptable and presents a few case studies to highlight important ethical issues. This article focuses on a central (...) issue—the distinction between two general types of educational interventions informed by neuroscience, designing children versus raising children. These scenarios envision educational reforms that might follow in the wake of advances in understanding the biological bases of ethical behaviors. It hopes to provoke others to consider emerging ethical issues in mind, brain, and education, and to take preemptive action to protect children's right to participate in their own development. (shrink)

This book represents the most thorough exposition on our present understanding of the impetuses, debates, legalities, and effectiveness of school uniform policies that have rapidly entered the discourse of school reform in the United States.

This is the story of North Carolina parent choice advocates' push for the creation and expansion of choice policies in the state. The exploration of the politics, ideology, and interests surrounding parent choice in this conversation includes but also stretches beyond the most frequently discussed choice policies of charter schools, school vouchers, and tuition tax credits. Here, Lewis makes the argument that parents push for these policies are closely akin to parents' rejection of busing and redistricting policies in Charlotte-Mecklenburg and (...) Raleigh-Durham, parents' advocating for the state-support of home-schooling options across the state, and parents' pushing for the expansion of magnet and intradistrict choice options. He shows how central to parents' advocacy for all of these policies lies a more foundational desire to reconceputalize public schooling, with parents having much more individual control over how public funding is used for the education of their children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 1-3 [Access article in PDF] Symposium:Aesthetic Education in Japan TodayThe purpose of this symposium is to provide readers with a general understanding of Japanese art and aesthetics education and its interaction with other cultures. The essays cover a variety of topics, including historical, cross-cultural, theoretical, and practical perspectives.First, the development and establishment of art education in the Japanese education system is introduced. (...) Kingo Masuda's essay provides a brief history of art education policy and how a formal system of art education has been organized from the modern era to the present. Takuya Kaneda examines the foundation for the historical evolution of the major reform movements in Japanese art education. He focuses on the philosophies of three pioneers who guided the movements and sheds light on to the role that "freedom" has played in the context of aesthetic education. Their historical studies show how the modern Japanese educational system incorporated the Western notion of art education into its foundation. Western art educators have given Japanese art educators the impetus to modernize the theory and practice of art education.The attempt to go beyond the modern framework of arts and aesthetic education is discussed in some authors' essays. Yoko Hino examines a key educational term, "Creative Play (Zokei Asobi)," and points out the dilemma educators face working within the modern framework that divides subject matter completely from individuality. Yasuaki Okamoto, in his philosophical essay, discusses the change in the nature of self-understanding in theage of media expansion. His point is that our sense of reality is no longer confined to physical existence, and that media provides us with a new kind of experience of self and reality. Kinichi Fukumoto illustrates the essential structure of art education with the metaphor of Disneyland, and emphasizes art education as an incomplete, further evolving project. Motoki Nagamori discusses Rousseau's concept of nature as a foundation for modern theory and practice of art education and suggests an alternative concept that incorporates cultural, linguistic, and media aspects. Based on a historical study on evaluation methods, Kazumi Yamada suggests that qualitative factors should play a significant role for improving art education.Some authors emphasize the current concern for integrating art with other disciplines in order to alter our understanding about aesthetic education. [End Page 1] Advocating for the integration of art and media literacy based on the educational principles of the Bauhaus, Kenta Motomura explores the possibility of media technology for a new type of expression. Kazuhiro Ishizaki and Wenchun Wang describe their cross-cultural study on children's aesthetic development to stress the importance of the communal, cultural, and linguistic considerations of integrated study, historically overlooked in traditional aesthetic education. Focusing on blending music and visual arts, Masashi Okada introduces his theory and practice of integrated study developed over many years.In addition, globalization and its effect on art education has become an important topic. Engaging in a cross-cultural dialogue is a critical part of this issue. Akio Okazaki discusses what Arthur Wesley Dow, an Americanart educator, recognized and learned by encountering the otherness of Japanese art. Yoshimasa Kaneko's study shows how Japanese aesthetics and Johannes Itten (the founder of Ittenschule in Germany) had a significant philosophical influence on each other. Toshio Naoe's comparativestudy between Japanese and British educational systems highlights somecrucial differences and similarities and points out overarching themes across the two countries. Mitsuru Fujie compares and contrasts the different educational meanings of "play" between Japan and the United States, and articulates the nature of play in the context of Japanese art education. Masako Iwano's study describes a case of cross-cultural aesthetic education in a small Japanese community and how this cultural interaction through art impacts that community.The perspectives of all of these authors are decidedly international. They are not only committed to, and engaged directly in, the current practice of Japanese education but have developed an international viewpoint through experiences overseas. Some have conducted research at educational institutions in other countries, and others have participated in the activities of international professional... (shrink)

This article analyzes the epistemological aims and justification of character education legislation passed by the North Carolina General Assembly. I take this specific state law as representative of the broader national trends in the character education movement. I primarily use the work of Richard Rorty as the theoretical lens for the analysis and critique. I conclude by commending aspects of the legislative effort, but I suggest that greater emphasis must be placed on strengthening students' ethics through democratic action inside (...) and outside schools and not on a right-leaning, conservative, and didactic curriculum. Further, as social foundations educators, it is imperative to make strides in our classrooms to expose preservice teachers to the apparent and hidden contradictions of using character education as a tool of educational reform. (shrink)

This paper uses the friendship and collaboration of Edwin Ray Lankester , zoologist, and Herbert George Wells , novelist and journalist, to challenge the current interpretation of late Victorian concern over degeneration as essentially an intellectual movement with little influence in contemporary debates over social and political problems. Degeneration theory provided for Lankester and Wells the basis both for a personal bond and for an active programme of social and educational reform. I trace the construction of Lankester’s (...) account of degeneration, initially as empirical ‘fact’ and later as ideologically inflected theory, and the reciprocal relationship between this theory and his critique of the British university system. I use Wells’s Outline of history to illustrate the profound influence of Lankester’s degenerationist worldview on Wells’s scientific and socio-political thought. Lankester’s synthesis of his theory and his critique led the two men to reject eugenics as an unscientific and ideologically incompatible solution to the problem of national deterioration. Instead, they campaigned for the reform of scientific education as a means of keeping mankind from physical, intellectual and cultural degeneration. (shrink)

The democratic backsliding that has accelerated across the globe over the past decade has included a rollback of liberal arts and sciences (LAS) as a system of university education. This essay explores the origins and goals of the global LAS education reform movement. I argue that while the movement is under threat largely due to its principled value of educating democratic citizens, it still has powerful potential and global impact; in part because LAS education is primarily an (...) indigenous phenomenon adapting to local circumstances. I also argue that U.S. universities could contribute more constructively to the movement if they conceived of their role as global civic actors that conduct themselves in the spirit of mutuality and reciprocity, not as multinational corporations that channel neoliberal tendencies to maximize revenue. U.S. critics of the global LAS movement should also pay heed to the United States’ own history. Specifically, they can learn from historically Black colleges and universities how, operating under the extreme authoritarianism of the Jim Crow era, they managed to produce leaders who shaped a more democratic country. Liberal arts education produces short term benefits for students and alumni, but in the democratic context it is a long-term wager. (shrink)

The nineteenth century was a time of great reform in education, with debate focusing on such questions as who should be educated, in what manner, and to what degree. Given the technical advances brought about by the Industrial Revolution, rigorous mathematical education was seen by many as essential. A mathematician, educator and examiner for the University of Cambridge, Isaac Todhunter was also known as a prolific and very successful author of mathematics textbooks. In his day, he was considered an (...) influential, albeit somewhat conservative, figure in mathematical education. In these six essays, first published in 1873, he discusses topics raised by the reform movement, such as the examination system, teaching methods and materials. Born of Todhunter's vast experience in the field, this work reflects an insider's perspective and remains relevant to students and scholars interested in the history of mathematics teaching and the University of Cambridge. (shrink)

In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory . The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into being through the play of linkages among heterogeneous elements. Then, further readings focus (...) not only on the material practices that become enacted and distributed, but also on the otherings that occur: the various fluid spaces and ambivalent belongings that create actor‐network but also escape them. For educational research, particularly in educational reform and policy, it is argued that ANT analyses are particularly useful to examine the complex enactments in these dynamics. That is, ANT can illuminate movements of ordering and disordering that occur through minute socio‐material connections in educational interventions. ANT readings also can discern, within these attempts to order people and practices, the spaces of flux and instability that enable and protect alternate possibilities. (shrink)

At no time in the past century have there been fiercer battles over our public schools than there are now. Parents and educational reformers are challenging not only the mission, content, and structure of mass compulsory schooling but also its underlying premise—that the values promoted through public education are neutral and therefore acceptable to any reasonable person. In this important book, Rosemary Salomone sets aside the ideological and inflammatory rhetoric that surrounds today’s debates over educational values and family (...) choice. She offers instead a fair-minded examination of education for democratic citizenship in a society that values freedom of conscience and religious pluralism. And she proposes a balanced course of action that redefines but does not sever the relationship between education and the state. Salomone demonstrates how contemporary conflicts are the product of past educational and social movements. She lays bare some of the myths that support the current government monopoly over education and reveals how it privileges those of economic means. Through a detailed case study of recent controversy in a suburban New York school district, the author explores the legal and policy issues that arise when widely disparate world views stand in the way of political compromise on educational materials, techniques, and programs. Salomone builds a case for educational governance that places the developmental needs of the child at the center of family autonomy. She advances a plan that respects diverse values and visions of schooling while preserving the core commitments that bind our nation. (shrink)

In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this temporal configuration of modern schooling (which goes hand in (...) hand with a specific understanding of the child). Against this backdrop, I shall, second, advance an interpretive hypothesis, that of substituting what will be called the ‘child-as-migrant’ for the ‘cosmopolitan child’, by appropriating, in an educational key, some insights of Thomas Nail’s ‘migrant cosmopolitanism’. I shall thereby suggest an alternative view of ‘progressivity’, construed not along modern-developmentalist lines but as a form of non-conservativeness, linked with a recognition of the ekstatikon (that is, destabilizing) character of time. This will require a revisiting of some Aristotelian intuitions about time as the rhythm of movement, reinterpreted as the affective experience of that ek-statikon without which there is no potential for the new. Accordingly, ‘progressive’ education (in the different interpretation investigated here) is the concern to allow all of us as ‘migrants’ to live actively in the abode of our ek-static and unpredictable condition and, therefore, to be vulnerable to the new, without merely remaining in a taken-for-granted ethos, cosmopolitan, inclusive, and progress-oriented though it may be. (Editor's note: This paper forms part of the suite entitled ‘Education After Progress’.). (shrink)

When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...) opened between the scientific community and their mould-be critics. But the truth is that not only postmodern critics but Americans in general have a weak grasp on scientific principles and facts. In Connected Knowledge, physicist Alan Cromer offers a way to bridge the chasm, with a lively, lucid account of scientific thinking and a provocative new agenda for American education. Science, Cromer argues, is anything but common sense: It requires a particular habit of mind that does not come naturally. For example, something as simple as buoyancy can only be explained through Archimedes' principle--that a body in a fluid is subject to an upward force equal to the weight of fluid it displaces--yet few scientists could arrive at this ancient concept by trial and error. School children, however, are often given a ball and a tank of water, and asked to explain buoyancy any way they can. Today's de emphasis on teaching pupils necessary facts and principles, he argues, "far from empowering them, makes them slaves of their own subjective opinions." This movement in education, known as Constructivism, has close ties to postmodern critics (such as the editors of Social Text) who question the objectivity of science, and with it the existence of an objective reality. Cromer offers a ringing defense of the knowability of the world, both as an objective reality and as a finite landscape of discovery. The advance of scientific knowledge, he argues, is not unlike the mapping of the continents; at this point, we have found them all. He shows how the advent of quantum mechanics, rather than making knowledge less certain, actually offers a more precise understanding of the behavior of atoms and electrons. Turning from philosophy to education, he argues that instead of allowing students to flounder, however creatively, schools should follow a progressive curriculum that returns theoretical knowledge to the classroom. Connected Knowledge, however, goes much farther. As a discipline that insists upon connecting theory with measurable reality, physical science offers a new direction for reforming the social sciences. Cromer also shows how some of the hottest issues in public policy--including the debates over special education and group variations in I.Q., can be resolved through clear, hard headed thinking. For example, he argues for use of the G.E.D. as a national educational standard, with a new "politics of intelligence" to guide the distribution of school resources. Always forthright and articulate, Alan Cromer offers a startling new vision for integrating science, philosophy, and education. (shrink)

The book situates the works and reception of the French scholar Pierre de la Ramée (Petrus Ramus) in a variety of European cultural and educational contexts, from Britain and France to Eastern Europe, from Germany to the Iberian peninsula, and from Scandinavia to the Netherlands. Pierre de la Ramée or Petrus Ramus (1515-1572) has long been a controversial figure in educational reform and innovation, from the moment of his first public academic statements in the 1530s, to his (...) reception among scholars in the twentieth and twenty-first centuries. What is beyond dispute, however, is the vast reach of his influence throughout Europe. Ramus's ideas were disseminated through copious editions and translations of his own textbooks, and in wave after wave of adaptations and re-imaginings of his ideas that swept across the continent. This volume embarks on a European tour of Ramism, using a wide range of previously unpublished or untranslated archival evidence from throughout the continent to examine the dissemination of Ramus's works and his intellectual influence in geographic and in disciplinary terms. The ten chapters explore the spread of Ramism from his home country of France to Protestant strongholds in Germany, Holland, and Britain, and in the Catholic context of the Iberian peninsula. The book also examines Ramism in the less familiar territories (to most Anglophone readers) of Scandinavia and Hungary, and considers the preceding and contemporary Dutch and German educational reform movements from which Ramus borrowed to forge his own distinctive intellectual method. (shrink)

ArgumentThis paper contrasts the research strategies of two women reformers, Florence Kelley and Ellen Swallow Richards, which entailed different strategies of social reform. In the early 1890s, social activist Florence Kelley used the social survey as a weapon for legal reform of the working conditions of women and children in Chicago’s sweatshop system. Kelley’s case shows that her surveys were most effective as “grounded” knowledge, rooted in a local community with which she was well acquainted. Her social survey, (...) re-enacted by lawmakers and the press, provided the evidence that moved her target audience to legal action. Chemist and propagator of the Home Economics Movement Ellen Richards situated the social problem, and hence its solution, not in exploitative working conditions, but in the inefficient and wasteful usage of available resources by the poor. Laboratory work, she argued, would enable the development of optimal standards, and educational programs should bring these standards to the household by means of models and exhibits. With this aim, she constructed public spaces that she ran as food laboratories and sanitary experiments. Kelley and Richards thus crossed the doorsteps of the household in very different ways. While Florence Kelley entered the household to change the living and working conditions of the poor by changing the law, Richards flipped the household inside out by bringing women into hybrid public laboratory spaces to change their behavior by experiment and instruction. (shrink)

Rogers, C. R. and Skinner, B. F. Some issues concerning the control of human behavior.--Broudy, H. S. Didactics, heuristics, and philetics.--Craig, R. An analysis of the psychology of moral development of Lawrence Kohlberg.--Scudder, J. R., Jr. Freedom with authority: a Buber model for teaching.--Hook, S. Some educational attitudes and poses.--Strike, K. A. Freedom, autonomy, and teaching.--Elkind, D. Piaget and Montessori.--Raywid, M. A. Irrationalism and the new reformism.--Doll, W. E., Jr. A methodology of experience: the process of inquiry.--Neff, F. C. (...) Competency-based teaching and trained fleas.--Brown, A. "What could be bad?" Some reflections on the accountability movement. (shrink)