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This volume brings together over 40 selections of enduring intellectual value--classic articles, book excerpts, and research studies--that have shaped the study of education and our contemporary understanding of it.This title is supported by www.mhclsdushkin.com, a student Web site that provides study support tools and links to links to related Web sites.
Table of Contents
|Aims of Education||p. xxii|
|Democracy in Education,n++The Elementary School Teacher(December 1903)1n++These three motivesn++of affection, of social growth, and of scientific inquiryn++must prove as nearly irresistible as anything human when they are once united. And, above all else, recognition of the spiritual basis of democracy, the efficacy and responsibility of freed intelligence, is necessary to secure this union|
|The American High School Today(McGraw-Hill, 1959)6n++Three things are necessary to have a good high school, provided that it is of sufficient size: first, a school board composed of devoted, intelligent, understanding citizens who realize fully the distinction between policy making and administration; second, a first-rate superintendent; and third, a good principal|
|General Education in a Free Society(Harvard University Press, 1945)13n++General education must consciously aim at these abilities: at effective thinking, communication, the making of relevant judgments, and the discrimination of values|
|Progressive Education at the Crossroads(Newson & Co.,1938) 21n++The philosophy of progressive education implies a challenging philosophy of social organizationn++. This implicit social ideal has been lost sight of, or has had only superficial consideration, by many exponents and adherents of the progressive movement|
|Schooling in Capitalist America(Basic Books, 1976)27n++A revolutionary transformation of social life will not simply happen through piecemeal change. Rather, we believe it will occur only as the result of a prolonged struggle based on hope and a total vision of a qualitatively new society, waged by those social classes and groups who stand to benefit from the new era|
|Liberal Education and the Newcomer,n++ Phi Delta Kappan(May 1979)32n++I am proposing that teachers think about ways in which the liberal learning and some awareness of the common world might permeate the schools. One reason has to do with loving our children. Another has to do with the possibility that there will be an increase in opportunities for empowering the young with the skills and habits of literacy.n++ Conceptions of Schooling, Teaching, and Learning 37|
|Dare Progressive Education Be Progressive?n++Progressive Education(April 1932)38n++If life were peaceful and quiet and undisturbed by great issues, we might, with some show of wisdom, center our attention on the nature of the child. But with the world as it is, we cannot afford for a single instant to remove our eyes from the social scene|
|The Social Frontier(November 1938)43n++There is a growing realization that the social implications of education must receive more serious consideration than has been given to them in the pastn++. What is required of progressive education is not a choice between academic detachment and adoption of a specific program for social reform, but a renewed loyalty to the principle of democracy|
|Teacher in America(Little, Brown and Co., 1945)49n++Education is indeed the dullest of subjects and I intend to say as little about it as I can. For three years past, now, th|
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