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Exploitation of the American Progressive Education Movement in Japan’S Postwar Education Reform, 1946-1950
Disarming the Nation, Disarming the Mind: Exploitation of the American Progressive Education Movement in Japan’s Postwar Education Reform, 1946-1950 Kevin Lin Advised by Dr. Talya Zemach-Bersin and Dr. Sarah LeBaron von Baeyer Education Studies Scholars Program Senior Capstone Project Yale University May 2019 i. CONTENTS Introduction 1 Part One. The Rise of Progressive Education 6 Part Two. Social Reconstructionists Aboard the USEM: Stoddard and Counts 12 Part Three. Empire Building in the Cold War 29 Conclusion 32 Bibliography 35 1 Introduction On February 26, 1946, five months after the end of World War II in Asia, a cohort of 27 esteemed American professionals from across the United States boarded two C-54 aircraft at Hamilton Field, a U.S. Air Force base near San Francisco. Following a stop in Honolulu to attend briefings with University of Hawaii faculty, the group was promptly jettisoned across the Pacific Ocean to war-torn Japan.1 Included in this cohort of Americans traveling to Japan was an overwhelming number of educators and educational professionals: among them were George S. Counts, a progressive educator and vice president of the American Federation Teachers’ (AFT) labor union and George D. Stoddard, state commissioner of education for New York and a member of the U.S. delegation to the first meeting of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).2,3 This group of American professionals was carefully curated by the State Department not only for their diversity of backgrounds but also for -
AS Vimed IROM SOCIOLOGICAL and PHILOSOPHICAL BASES
THE PE0BLES4 OF INDOCTRINATION: AS VimED IROM SOCIOLOGICAL AND PHILOSOPHICAL BASES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By MiOhio Nagai, B.A., A,M. The Ohio State University 1952 Approvi Adviser H. Gordon flullfish AClSilOWLEDGMiiMT It would be diriicult to express adequately my appreciation of the contributions made by many persons to this study. I first wish to express my gratitude to Dr. H. Gordon Hullfish, my adviser, wnose sincere guidance, generosity, and patience have led me from the first stage of learning in English in July, 194-9, up to the very last minute of completing this dissertation in May, 1952. I am very much indebted to Dr. Aurt H. Wolff whose wisdom and painstaking guidance have been of invaluable help in the writing of this dissertation. Likewise my indebtedness is due Dr. Alan E. Griffin and Dr. Lloyd Williams who read the complete manuscript and made numerous valuable corrections and suggestions. I also wish to express my appreciation for the intellectual stimulation gained for contacts with Dr. John W. Dennett and Mr. Iwao Ishino. Acknowledgment of a less specific, but not necessarily of less important value, is due Dr. Ervin E. Lewis whose kindness guided my first steps in this new land, finally, I wish to thank my wife, Mieko Nagai, without whose help this dissertation might not have been completed. MIGHIO NAGAI 909454 XI TABLE OF CONTENTS CHAPTER PAGE I INTRODUCTION.......................... 1 I Dictionary Definition.............................. 3 II The Indoctrination Controversy...... -
A GLAZE of GLORY the Sweet Success of Top Pot Doughnuts JOIN US ANY TIME, EVERYWHERE
THE UNIVERSITY OF WASHINGTON ALUMNI MAGAZINE DEC 1 4 A GLAZE OF GLORY The Sweet Success of Top Pot Doughnuts JOIN US ANY TIME, EVERYWHERE 20 ADVANCED DEGREES + 50 CERTIFICATES + 100S OF COURSES AEROSPACE ENGINEERING // PUBLIC HEALTH // C# // APPLICATION DEVELOPMENT BIOSTATISTICS // COMPUTATIONAL FINANCE // MANAGEMENT // PROGRAMMING BUSINESS ADMINISTRATION // BUSINESS DEVELOPMENT // INFORMATION SECURITY ANALYTICS // GIS // DATA VISUALIZATION // SUSTAINABLE TRANSPORTATION RUBY // RISK MANAGEMENT // BUSINESS INTELLIGENCE // INFORMATION SYSTEMS PROJECT MANAGEMENT // CONTENT STRATEGY // ORACLE DATABASE ADMIN LOCALIZATION // PARALEGAL // MACHINE LEARNING // SUPPLY CHAIN LOGISTICS BEHAVIORAL HEALTH // GERONTOLOGY // BIOTECHNOLOGY // CIVIL ENGINEERING DEVOPS // DATA SCIENCE // MECHANICAL ENGINEERING // HEALTH CARE // HTML CONTENT STRATEGY // EDUCATION // PROJECT MANAGEMENT // INFORMATICS STATISTICAL ANALYSIS // E-LEARNING // CLOUD DATA MANAGEMENT // EDITING C++ // INFRASTRUCTURE PLANNING // LEADERSHIP // BIOSCIENCE // LINGUISTICS INFORMATION SCIENCE // AERONAUTICS & ASTRONAUTICS // APPLIED MATHEMATICS CONSTRUCTION ENGINEERING // GEOGRAPHIC INFORMATION SYSTEMS // PYTHON UW ONLINE 2 COLUMNS MAGAZINE ONLINE.UW.EDU JOIN US ANY TIME, EVERYWHERE 20 ADVANCED DEGREES + 50 CERTIFICATES + 100S OF COURSES AEROSPACE ENGINEERING // PUBLIC HEALTH // C# // APPLICATION DEVELOPMENT BIOSTATISTICS // COMPUTATIONAL FINANCE // MANAGEMENT // PROGRAMMING BUSINESS ADMINISTRATION // BUSINESS DEVELOPMENT // INFORMATION SECURITY ANALYTICS // GIS // DATA VISUALIZATION // -
Critical Education
Critical Education Volume 7 Number 4 March 1, 2016 ISSN 1920-4125 Reconstruction of the Fables The Myth of Education for Democracy, Social Reconstruction and Education for Democratic Citizenship Todd S. Hawley Kent State University Andrew L. Hostetler Peabody College at Vanderbilt University Evan Mooney Montclair State University Citation: Hawley T. S., Hostetler, A. L., & Mooney, E. (2016). Reconstruction of the fables: The myth of education for democracy, social reconstruction and education for democratic citizenship. Critical Education, 7(4). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/186116 Abstract A central goal of social studies education is to prepare students for citizenship in a democracy. Further, trends in the social, political, and economic circumstances, currently and historically in American education and society broadly suggest that: 1) a need for change exists, 2) that change is possible and can be brought about through a reconsideration of social reconstructionist ideas and values, especially those espoused by George Counts, and 3) that social studies teachers and teacher educators can work toward this change through educational practices. In this paper, we argue for these three points through a critical discussion of a perpetuated myth of democratic education. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available from http://creativecommons.org/licenses/by-nc-nd/3.0/. All other uses must be approved by the author(s) or Critical Education. -
Social Studies and the Social Order: Transmission Or Transformation?
Research and Practice “Research & Practice,” established early in 2001, features educational research that is directly relevant to the work of classroom teachers. Here, Social Studies and I invited William Stanley to bring a historical perspective to the peren- nial question, “Should social studies the Social Order: teachers work to transmit the status quo or to transform it?” Transmission or —Walter C. Parker, “Research and Practice” Editor, University of Transformation? Washington, Seattle. William B. Stanley Should social studies educators The Quest for Democracy and schools are places where chil- transmit or transform the social order? Debates over education reform take dren receive formal training as citizens. By “transform” I do not mean the com- place within a powerful historical and Democracy is also a process or form mon view that education should make cultural context. In the United States, of life rather than a fixed end in itself, society better (e.g., lead to scientific schooling is generally understood as and we should regard any democratic breakthroughs, eradicate disease, and an integral component of a democratic society as a work in progress.1 Thus, increase productivity). Rather, I am society. To the extent we are a demo- democratic society is something we are referring to approaches to education cratic society, one could argue that edu- always trying simultaneously to main- that are critical of the dominant social cation for social transformation could tain and reconstruct, and education is order and motivated by a desire to be anti-democratic, a view held by essential to this process. ensure both political and economic many conservatives. -
Ella Flagg Young: Portrait of a Leader Joan Karen Smith Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 Ella Flagg Young: portrait of a leader Joan Karen Smith Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Smith, Joan Karen, "Ella Flagg Young: portrait of a leader " (1976). Retrospective Theses and Dissertations. 5707. https://lib.dr.iastate.edu/rtd/5707 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round blnck mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
Boyer Is the Martin A
II “BROAD AND CHRISTIAN IN THE FULLEST SENSE” WILLIAM RAINEY HARPER AND THE UNIVERSITY OF CHICAGO J OHN W. B OYER OCCASIONAL PAPERS ON HIGHER XVEDUCATION XV THE COLLEGE OF THE UNIVERSITY OF CHICAGO William Rainey Harper, 1882, Baldwin and Harvey Photographic Artists, Chicago. I I “BROAD AND CHRISTIAN IN THE FULLEST SENSE” William Rainey Harper and the University of Chicago INTRODUCTION e meet today at a noteworthy moment in our history. The College has now met and surpassed the enrollment W goals established by President Hugo F. Sonnenschein in 1996, and we have done so while increasing our applicant pool, our selectivity, and the overall level of participation by the faculty in the College’s instructional programs. Many people—College faculty, staff, alumni, and students—have contributed to this achievement, and we and our successors owe them an enormous debt of gratitude. I am particularly grateful to the members of the College faculty—as I know our students and their families are—for the crucial role that you played as teachers, as mentors, as advisers, and as collaborators in the academic achievements of our students. The College lies at the intellectual center of the University, an appropriate role for the University’s largest demographic unit. We affirm academic excellence as the primary norm governing all of our activities. Our students study all of the major domains of human knowledge, and they do so out of a love of learning and discovery. They undertake general and specialized studies across the several disciplines, from the humanities to the natural sciences and mathematics to the social sciences and beyond, This essay was originally presented as the Annual Report to the Faculty of the College on October 25, 2005. -
Countering the Neos: Dewey and a Democratic Ethos in Teacher Education
Countering the Neos Dewey and a Democratic Ethos in Teacher Education Jamie C. Atkinson (University of Georgia) Abstract Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free- market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neo- conservatism often breed a narrowed, overstandardized curriculum and a hyper- testing environment that discourage critical intellectual practice and democratic ideas. Dewey’s philosophy of education indicates that he understood that education is political and can be undemocratic. Dewey’s holistic pragmatism, combined with aspects of social reconstructionism, called for a philosophical movement that favors democratic school- ing. This paper defines neoliberal and neoconservative ideologies and makes a case for including more cri- tique within teacher preparation programs, what Dewey and other educationists referred to as developing a significant social intelligence in teachers. Critical studies embedded within teacher education programs are best positioned to counter the undemocratic forces prevalent in the ideologies of neoliberalism and neocon- servatism. My conclusions rely on Dewey’s philosophy from his work Democracy and Education. Submit a response to this article Submit online at democracyeducationjournal .org/ home Read responses to this article online http:// democracyeducationjournal .org/ home/ vol25/ iss2/ 2 We are living in times when private and public aims and policies are at the direction of our country and our educational systems. During strife with each other. The sum of the matter is that the times are various periods, tensions over the nature, structure, and direction out of joint, and that teachers cannot escape even if they would, some of education have increased in response to ideological and socio- responsibility for a share in putting them right. -
An Historical Analysis of George S. Counts's Concept of the American Public Secondary School with Special Reference to Equality and Selectivity
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1993 An historical analysis of George S. Counts's concept of the American public secondary school with special reference to equality and selectivity Eunice D. Madon Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Madon, Eunice D., "An historical analysis of George S. Counts's concept of the American public secondary school with special reference to equality and selectivity" (1993). Dissertations. 3052. https://ecommons.luc.edu/luc_diss/3052 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1993 Eunice D. Madon AN HISTORICAL ANALYSIS OF GEORGE S. COUNTS'S CONCEPT OF THE AMERICAN PUBLIC SECONDARY SCHOOL WITH SPECIAL REFERENCE TO EQUALITY AND SELECTIVITY by Eunice D. Madon A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy January 1993 Copyright by Eunice D. Madon, January 1993 All rights reserved. ACKNOWLEDGMENTS The completion of this dissertation could not have been accomplished without the support, encouragement, and dedication of many people. The writer wishes to express her appreciation to all who helped. First and foremost the author wishes to thank God for giving her the health, ability, and perseverance to complete this paper. -
An Analysis of Selected Cases and Controversies in American Education
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 5-1974 The politics of education -- An analysis of selected cases and controversies in American education Lawrence Robert Stoffel Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Education Commons, and the Political Science Commons Let us know how access to this document benefits ou.y Recommended Citation Stoffel, Lawrence Robert, "The politics of education -- An analysis of selected cases and controversies in American education" (1974). Dissertations and Theses. Paper 1964. https://doi.org/10.15760/etd.1963 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Lawrence Robert Stoffel for the Master of Science in Political Science presented May 13, 1974. Title: The Politics of Education-- An Analysis of Selected Cases and Controversies in American Education. APPROVED BY MEMBERS OF THE THESIS COMMITTEE: Burton W. Onstine, Chairman This study compiles a series of cases and controversies in American education, from the popularization of public education in the mid-1800's to the present, and then reviews them to determine scholarly political aspects, common themes, and trends. It then applies the idet:ltified themes to a model of "the school as a responsive political system" fashioned after David Easton's "Dynamic Respons~ Model of a Political Systemll to demonstrate the operative nature of the 't'~mes., The paper reviews the plight of Negro education in Alabama after the Civil War until 1901. -
Sixthchancellor00bowkrich.Pdf
University of California Berkeley Regional Oral -History Office University of California The Bancroft Library Berkeley, California University History Series Albert H. Bowker SIXTH CHANCELLOR, UNIVERSITY OF CALIFORNIA, BERKELEY, 1971-1980; STATISTICIAN, AND NATIONAL LEADER IN THE POLICIES AND POLITICS OF HIGHER EDUCATION With an Introduction by Joseph L. Hodges Interviews Conducted by Harriet Nathan in 1991 Copyright 1995 by The Regents of the University of California Since 1954 the Regional Oral History Office has been interviewing leading participants in or well-placed witnesses to major events in the development of Northern California, the Vest, and the Nation. Oral history is a modern research technique involving an interviewee and an informed interviewer in spontaneous conversation. The taped record is transcribed, lightly edited for continuity and clarity, and reviewed by the interviewee. The resulting manuscript is typed in final form, indexed, bound with photographs and illustrative materials, and placed in The Bancroft Library at the University of California, Berkeley, and other research collections for scholarly use. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account, offered by the interviewee in response to questioning, and as such it is reflective, partisan, deeply involved, and irreplaceable. ************************************ All uses of this manuscript are covered by a legal agreement between The Regents of the University of California and Albert H. Bowker dated April 3, 1993. The manuscript is thereby made available for research purposes. All literary rights in the manuscript, including the right to publish, are reserved to The Bancroft Library of the University of California, Berkeley. -
Teacher Unionism in America Lessons from the Past for Defending and Deepening Democracy
Teacher Unionism in America Lessons from the Past for Defending and Deepening Democracy By Jon Shelton public education. Had Trump lost the elec- toral college vote, I would still have argued n 2017, I published Teacher Strike!: that forging member-driven unions and a Public Education and the Making of a broader coalition with our communities is New American Political Order.1 The more important than ever. As we face the book was my scholarly attempt to racism, sexism, and unmitigated class war- Iunderstand how the hundreds of teacher fare of the Trump administration, however, strikes in the United States in the 1960s, it is quite possible that teachers’ efforts to ’70s, and ’80s affected American politics. I wage successful political action represent argued that, even in an era more favorable the fulcrum through which we will either to public employee unions than ours is revitalize our democracy or slip even more today, teachers’ activism still collided with drastically into authoritarianism. misguided labor law, institutional racism To rebuild our democracy, working that sometimes pitted teachers against the people must organize. And teachers, as communities in which they taught, and a professionals central to instructing our would receive the same benefits of citi- tragic wave of fiscal crises. Activist teach- future citizens, share a special responsibil- zenship without contributing. ers’ critics—mostly on the Right but some- ity. By becoming more active in their own In 2016, the Supreme Court seemed times on the Left—often used these unions, they can build alliances with other poised to overturn the constitutionality of conflicts to try to discredit teacher unions.