Educational Issues: Taking Sides - Clashing Views on Educational Issues

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  • Edition: 15th
  • Format: Paperback
  • Copyright: 2008-01-15
  • Publisher: McGraw-Hill/Dushkin
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This Fifteenth Edition of TAKING SIDES: EDUCATIONAL ISSUES presents current controversial issues in a debate-style format designed to stimulate student interest and develop critical thinking skills. Each issue is thoughtfully framed with an issue summary, an issue introduction, and a postscript. An instructor's manual with testing material is available for each volume. USING TAKING SIDES IN THE CLASSROOM, ISBN 0073343900 is also an excellent instructor resource with practical suggestions on incorporating this effective approach in the classroom. Each TAKING SIDES reader features an annotated listing of selected World Wide Web sites and is supported by our student website, www.mhcls.com/online.

Table of Contents

Basic Theoretical Issues
Should Schooling Be Based on Social Experiences?
Experience and Education(Macmillan, 1938)
The Conflict in Education in a Democratic Society(Harper & Row, 1953)
suggests a reconsideration of traditional approaches to schooling, giving fuller attention to the social development of the learner and the quality of his or her total experience
noted educator and one-time chancellor of the University of Chicago, argues for a liberal arts education geared to the development of intellectual powers.
Should the Curriculum Be Standardized for All?
“The Paideia Proposal: Rediscovering the Essence of Education,”American School Board Journal(July 1982)
Escape from Childhood(E. P. Dutton, 1974)
contends that democracy is best served by a public school system that establishes uniform curricular objectives for all students
argues that an imposed curriculum damages the individual and usurps a basic human right to select one’s own path of development.
Should Behaviorism Shape Educational Practices?
Beyond Freedom and Dignity(Alfred A. Knopf, 1971)
Freedom to Learn for the Eighties(Merrill 1983)
an influential proponent of behaviorism and professor of psychology, critiques the concept of “inner freedom” and links learning and motivation to the influence of external forces
Professor of psychology and psychiatry
offers the “humanistic” alternative to behaviorism, insisting on the reality of subjective forces in human motivation
Is Constructivism the Best Philosophy of Education?
“The Problem with Constructivism
”The Educational Forum(Summer 2004)
“Objectivism and Education: A Response to David Elkind’s ‘The Problem with Constructivism’,”The Educational Forum(Spring 2005)
Child development professor
contends that the philosophical positions found in constructivism, though often difficult to apply, are necessary elements in a meaningful reform of educational practices
an assistant professor of education and former high school teacher, offers a close critique of constructivism and argues that the philosophy of objectivism is a more realistic and usable basis for the process of education
Should Global Competition Steer School Reform?
“Charting a New Course for Schools,”Educational Leadership(April 2007)
“A Subtractive Education,”Phi Delta Kappan(October 2006)
president of the National Center on Education and the Economy, summarizes the work of the New Commission on the Skills of the American Workforce on which he served as vice chairman
director of liberal studies at the Boston Architectural College, argues for a completely different approach to improvement of our efforts to educate
Current Fundamental Issues
Can the Public Schools Produce Good Citizens?
“Crafting Good Citizens,”Education Next(Spring 2004)
“Faulty Engineering,”Education Next(Spring 2004)
Princeton polit
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