Curriculum History (E-Journal)
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Piety Rationalized: Notes on Cotton Mather, Jonathan Edwards, and the Ramist Logic of Method
No full textJonathan Edwards and Cotton Mather, two of the most significant Colonial New England intellects and ministers, began to develop an educational theory that aligned the intellect, the powers of rationality and natural world secular disciplines, with the emotional experience of evangelical tradition. Simply, they sought a union of the head and the heart. This was not an easy union. They understood the need for a pedagogical means to help the congregation seek the most important experience of the head and the heart, conversion, and a life of visible sainthood, also known as piety. They found such a method in Ramist Maps, which provided a step-by-step technique for revealing how to live a Godly life and how to achieve piety, which involved behaviors one contemplated and practiced before the actual conversion, then transforms into visible sainthood and a model for all would-be elect to observe. Simply, whereas one worked on being pious before conversion, one became pious after the experience
Reappraising the Roles of Girls\u27 Preparatory Schools in the Late Nineteenth Century: An Example of the Classical School for Girls in Indianapolis, Indiana
No full textThis paper presents an original study of the history and curriculum of the Classical School for Girls, founded in 1882 by Theodore Lovett Sewall and May Wright Sewall in Indianapolis Indiana. It argues for the influential role of the girls\u27 preparatory school in paving the way for women to higher education institutions and refashioning the definition of women in the United States in the late nineteenth century
The Texas School of the Air and It\u27s "Stories Plus" Program
No full textIn 1939 The Texas School of the Air was created with the purpose to broadcast “educationally and socially desired radio programs” for Texans. This paper reports findings from an analysis of the Texas School of the Air’s “Stories Plus” program. “Stories Plus” was the “social relations” program that aired from 1940-1942. The analysis of the “Stories Plus” program reveals that the broadcasts were not only “educationally and socially desirable”, but also supplementary to the state curriculum
College Music in the Cane Fields: Religion, Americanization, and the Louisiana Record Book of St Mary’s Brass Band, 1869-1905
No full textFew scholars explore late nineteenth-/early twentieth-century music education in the American South. Even less pay attention to related phenomena at Southern Catholic colleges. As such, this study provides an analysis of the St. Mary’s Brass Band record book—penned by students attending a Louisiana Marist institution of higher education and participating in an early college brass ensemble. Contextual analysis sheds light on the intersection of religion, regionality, and Americanization on college-level music learning and performance
Action research: Exploring the role of curriculum in preparing students the efficient members of society
No full textThis study explores the role of the secondary curriculum entitled, “Ethical Pathways to Human Development”, in which students were engaged in this module with the issues of society by examining the impact of poverty, illness, illiteracy, homelessness and social injustice on communities across the world, and in Dubai. The study concludes that this curriculum encourages students to analyze their own contemporary situations and to reflect on the social and ethical challenges of an increasingly plural world.
Key words: Ethical Pathways Curriculum, global issues, dialogue, inquir
Curriculum Journal Index - 1929-1943
No full textThis number of Curriculum History 2021 is an index - name/article title - to the publication, Curriculum Journal, published by the Society for Curriculum Study between 1929 and 1943 when the organization ceased to exist, becoming a founding part of the Association for Supervision and Curriculum Development (ASCD). The index is searchable.
Full copies of the various articles are available through Interlibrary Loan at most universities
How Progressive Were the Progressives? A New Look at the Building America Classroom Magazines.
No full textThis study contextualizes the Building America series of educational magazines produced by the Society fro Curriculum Study in the 1930\u27s and 1940\u27s within the history of progressive educational and political thought. It compares the pedagogical methods of Building America to contemporary approaches in the social studies. It investigates the magazine’s representation of Native Americans as an example of how it dealt with issues that are still the subject of discussion in schools and society
Modernity, Adolescence, and Guidance in the Comprehensive High School: An Analysis of the Works of Milo H. Stuart, 1917-1931
No full textMilo Stuart rose to national prominence as a high school principal, lecturer, and author. In 1916, he was chosen to serve on the NEA committee that produced the influential Cardinal Principles report (1918). His subsequent works were firmly rooted in his position as a practitioner-author and reveal his braided philosophies of modernity, adolescence, and guidance, as well as his commitment to developing schools that prepared all young people for their roles in increasingly complex communities
The Purpose of Schooling: The German Community in Indianapolis
No full textGerman immigrants in the mid-1800s advocated to have German language instruction adopted into many public school curricula across the United States. Though Indianapolis is not unique in how or why Germans desired instruction in their native tongue, the city provides an excellent case study for examining their purposes. The German community in Indianapolis supported bilingual education as a way of helping Americanize their children, as well as instilling German high culture in the community
The Curriculum and Courses of Study at Connecticut Agricultural College During the Stimson Era, 1901-1908
No full textRufus W. Stimson served as president of Connecticut Agricultural from 1901-1908. During this time, he developed and promoted a six-year curriculum that brought the college closer to its natural constituency, practical farmers, and more in line with the standards set by the best of the other land-grant colleges. An examination of this curriculum offers important sightlines into a critical early stage of land-grant college development.Â