HISTORY OF EDUC IN U.S
HISTORY OF EDUC IN U.S EPE 651
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This 3 page Class Notes was uploaded by Milan Cassin on Friday October 23, 2015. The Class Notes belongs to EPE 651 at University of Kentucky taught by Richard Angelo in Fall. Since its upload, it has received 8 views. For similar materials see /class/228181/epe-651-university-of-kentucky in Education, Science at University of Kentucky.
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Date Created: 10/23/15
Richard Angelo 145 Taylor Policy Studies 257 3993 EPE 651 HISTORY OF EDUCATION IN THE US Fall 1997 Our life is an apprenticeship to the truth that around every circle another can be drawn Ralph Waldo Emerson quotCirclesquot Required Reading Lawrence Cremin THE TRANSFORMATION OF THE SCHOOL PROGRESSIVISM IN AMERICAN EDUCATION 18761957 Random House 1961 Dav Nasaw SCHOOLED TO ORDER A SOCIAL HISTORY OF PUBLIC SCHOOLING IN THE UNITED STATES Oxford University Press 1979 Herbert M Kliebard THE STRUGGLE FOR THE AMERICAN CURRICULUM 18931958 Routeledge amp Kegan Paul 1987 few selected chapters from Joseph Kett THE PURSUIT OF KNOWLEDGE UNDER DIFFICULTIES FROM SELF IMPROVEMENT TO ADULT EDUCATION IN AMERICA 17501990 Stanford University Press 1994 and Richard Bushman THE REFINEMENT OF AMERICA PERSONS HOUSES CITIES Alfred A Knopf 1992 Copies will be furnished Richard H Brodhead CULTURES OF LETTERS SCENES OF READING AND WRITING IN NINETEENTHCENTURY AMERICA University of Chicago 1993 1 think of the history of education as a literary genre as academic writing of a particular kind whose revelations of the past enable distinctive ways of coping with the present This course as far as I39m concerned is an introduction to that genre Cremin Nasaw and Kliebard are by no means the last word on the history of education in the US but as first words it seems to me they are indispensable They give us a place to go fIOHI and return to they give us a direction and a place to reach THE TRANSFORMATION OF THE SCHOOL makes an ideal curtain raiser Published in 1961 before the postwar liberal consensus split apart over Vietnam and Civil Rights Cremin39s prize winning book commanded wide respect from an equally wide readership and helped to launch the historiography as we know it today As you39ll come to appreciate soon enough Progressive era school reform in Cremin39s hands proved to be genuinely progressivism For all of the false starts blind alleys and Hdsfires which plagued the movement especially in the decades after World War 1 school reforH1 remained on his telling a means to social reform a genuine instrument of democratic purpose We take up Nasaw and Kliebard next because they offer two interacting and conflicting versions of the same story Cremin tells The mood in SCHOOLED TO ORDER is indicative of a whole body of work published during the late 396039s and early 397039s bent on rewriting Cremin39s democratic consensus as class conflict In Nasaw39s view as for so many other historians prolonged schooling did not help to fulfill America39s democratic promise nor was it meant to Rather than diminishing social inequality he argues the school only served to rationalize and perpetuate social inequality In THE STRUGGLE FOR THE AMERICAN CURRICULUM on the other hand Cremin39s consensus history is still the target there39s no doubt about that but so is the brand of radical revisionism practiced by Nasaw Although the emphasis on conflict remains it39s played out in the details of curricular reform a much smaller arena than Cremin or Nasaw imagine for us Moreover Kliebard dismisses the very idea of quotprogressivismquot as an incoherent distraction What needs to be understood he argues is not the rise and fall of a single movement for school reform called quotprogressive educationquot but the push and shove that was underway as early as the l89039s among four competing quotinterest groupsquot This move has important consequences as you39ll see not the least of which is that it makes current school reform initiatives like KERA look far more ambiguous in their implications than we might imagine if were taking our bearings from Nasaw or Cremin alone In sum these three books are what are they are in light of one another and they are meant to be read in light of one another They do not quotcoverquot the subject at least I hope they don39t but when taken together they are enormously serviceable for uncovering the subject for putting you in touch with some of the interpretive vitality and relevance which has animated the proceedings in this small neighborhood of academe for the last 35 years or so What about Brodhead39s book or those chapters from Bushman and Kett They are indicative in more ways than one of some promising new directions in our thinking about education historically By shifting the figureground relationship which is taken for granted in Cremin Nasaw and Kliebard these materials make it possible for us to imagine a l9th century culture of learning that was not identified primarily with schools or colleges but with the parlor with voluntary associations and the institutions of the city Why this open air and domestic culture of learning collapsed a culture which emphasized personal development and cultivation rather than school attendance is just one of the provocative guestions these materials permit us to ask In addition to the reading I39d like you to write a short paper on each of the books and I do mean short three pages or so and do a small scale archival project We will discuss the details of these assighmehts when we meet There will be no final exam I hope you enjoy the course
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