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Philosopher John Dewey suggests that educators shouldreconsider traditional approaches to schooling and give fullerattention to the social development of the students. Noted educatorRobert M. Hutchins argues for a liberal arts education geared to thedevelopment of intellectual powers.
Philosopher Mortimer J. Adler contends that democracy isbest served by a public school system that establishes uniformcurricular objectives for all students. Educator John Holt argues thatan imposed curriculum damages the individual and usurps a basic humanright to select one's own path of development.
B. F. Skinner, an influential proponent of behaviorism andprofessor of psychology, argues that learning and motivation arelinked to the influence of external forces. Professor of psychologyand psychiatry Carl R. Rogers offers the "humanistic" alternative tobehaviorism and insists that there are subjective forces in humanmotivation.
Professor emeritus of education R. Freeman Butts warnsthat current efforts to redefine the relationship between religion andschooling are eroding the Constitution's intent. Professor ofpolitical science Robert L. Cord argues that none of the schoolpractices currently being allowed violate the First Amendment'sestablishment clause.
Horace Mann, a leader of the common school movement in thenineteenth century, presents the basic arguments for publicly fundededucation in which all citizens could participate and lays thegroundwork for compulsory attendance laws. Writer-editor Daniel H.Pink declares compulsory mass schooling an aberration and finds hopein the home schooling revolution and the ultimate demise of highschool.
Developmental psychologist Thomas Lickona, a leadingexponent of the new character education, charts a course of action todeal with the moral decline of American youth. Writer-lecturer AlfieKohn sees character education as mainly a collection of exhortationsand extrinsic inducements that avoid more penetrating efforts atsocial and moral development.
Professor of language, literacy, and culture Sonia Nietoexamines the realities of diversity in American society that underliean effective approach to multicultural education. Former Englishinstructor Thomas J. Famularo contends that the multiculturalismmovement, rather than representing diversity, is centered on thethemes of race and gender and the debunking of Westernculture.
Education policy expert Andrew Rotherham argues that newfederally imposed accountability standards will enhance opportunityand overhaul failing schools. Lisa Snell, of the Reason Public PolicyInstitute, describes why President George W. Bush's education planswill not help disadvantaged students in public schools.
High school teacher Nina Hurwitz and education consultantSol Hurwitz assemble evidence from states that are leading themovement to set high standards of educational performance andcautiously conclude that it could stimulate long-overdue renewal. Highschool superintendent Martin G. Brooks and associate professor ofeducation Jacqueline Grennon Brooks contend that the push forstandardized state assessments constricts student learning andprevents implementation of constructivism.
Former secretary of education William J. Bennett and 36other leaders and scholars examine the state of public schooling onthe 15th anniversary of the publication of the U.S. Department ofEducation report A Nation at Risk and issue a new manifestofor needed reforms. Veteran newspaper editor Forrest J. (Frosty) Troycounteracts the continued criticism of the public schools with apoint-by-point presentation of facts.
Gary Rosen, a Commentary editor, counters what hefeels are cynical criticisms leveled by anti-voucher forces and makesthe case for expanding voucher programs. The National EducationAssociation, a major voucher foe, offers an array of research studiesand reports to substantiate its position.
Former assistant secretaries of education Chester E. Finn,Jr., and Bruno V. Manno, along with Gregg Vanourek, vice president ofthe Charter School Division of the K12 education program, provide anupdate on the charter school movement, which, they contend, isreinventing public education. School superintendent Marc F. Bernsteinsees increasing racial and social class segregation, church-stateissues, and financial harm as outgrowths of the charter schoolmovement.
Edd Doerr, executive director of Americans for ReligiousLiberty, asserts that a fair balance between free exercise rights andthe obligation of neutrality has been achieved in the public schools.Warren A. Nord, a professor of the philosophy of religion, contendsthat the schools are still too secular and that a place in thecurriculum must be found for religion.
Attorney Jean B. Arnold and school superintendent HaroldW. Dodge discuss the federal Individuals with Disabilities EducationAct and argue that its implementation can benefit all students.Assistant professor of education Karen Agne argues that legislation toinclude students with all sorts of disabilities has had mostlynegative effects.
Education dean Patricia A. Wasley contends that schoolsand classrooms must be small if they are to be places where students'personal and learning needs are met. Policy analyst Kirk A. Johnson,of the Heritage Foundation, argues that while small scale is a popularconcept when it comes to class size, the cost is not justified byresearch findings.
Rosalie Pedalino Porter, director of the Research inEnglish Acquisition and Development Institute, contends that there isno consistent support for transitional bilingual education programs.Richard Rothstein, a research associate of the Economic PolicyInstitute, reviews the history of bilingual education and argues that,although many problems currently exist, there is no compelling reasonto abandon these programs.
Albert Shanker, president of the American Federation ofTeachers (AFT), advocates a "get tough" policy for dealing withviolent and disruptive students. Professor of education Pedro A.Noguera maintains that the AFT's zero-tolerance stance and other"armed camp" attitudes fail to deal with the heart of the problem anddo not build an atmosphere of trust.
Deborah Meier, a leading urban educator, contends thatdecaying public schools in large cities can be rejuvenated by theproliferation of self-governing exemplary schools. High schoolprincipal Emeral A. Crosby maintains that only a powerful politicalforce and a massive infusion of funds can halt the downward spiral ofurban school quality.
Barbara Means, codirector of the Center for Technology inLearning at SRI International, explores the roots of educationaltechnology and paints an optimistic picture of its future impact onmeaningful learning. Jane M. Healy, an educational psychologist,raises serious questions about the long-term ramifications oftechnology use in schools.
James C. Kielsmeier, president of the National YouthLeadership Council, depicts service-learning as a crucial componentfor citizenship and a fulfillment of John Dewey's "involvement inreal-world activities" goal. The Institute for Justice, a nonprofit,public-interest law center in Washington, D.C., argues thatgovernment-mandated service is unconstitutional and negates the spiritof voluntarism.
Public policy researcher Robert Holland argues thatcurrent certification programs are inadequate, especially given thegrowing shortage of teachers. Educational professor LindaDarling-Hammond offers evidence of failure among alternative programsand responds to criticism of standard professionalpreparation.
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