Curriculum History (E-Journal)
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JOHN DEWEY’S PREOCCUPATION WITH OCCUPATIONS: FROM SAVAGE MIND TO DEMOCRACY AND EDUCATION
No full textOn the scholastic background of the Lockean concept of the knowing subject
No full textLocke is an important figure to curriculum theory. His philosophy is a common starting-point for both the German and Anglo-American traditions. It has been usual to take Locke for an example of the “early modern† thinkers, which implies his having done something more or less radically new when compared to his predecessors. In this paper I show, that many of his central ideas related to the knowing subject originate in medieval Aristotelian philosophy, as the paradigm of which I use Aquinas
PLACE-BASED EDUCATION: MAKING THE CASE FOR AN INVESTIGATION OF HISTORICAL PRECEDENTS
No full textThis article seeks to initiate an historical research agenda within the field of place-based education (PBE). A relatively new phrase in educational research, theory, and practice, the fundamental elements of place-based education are in fact quite mature and have deep historical roots. Despite a rich past, curricular historical work in the field is thoroughly underdeveloped. Following a brief characterization of the contemporary literature, three select historical illustrations are presented, each with the intent of highlighting both opportunities and deficiencies
Anticipating, influencing, and implementing the use of the manual training curriculum in
No full textThe purpose of this article is to demonstrate that the use of manual training curriculum in the schools of Hawaii anticipated, influenced, and implemented American use of this curricular practice continuously from 1835 until this curriculum was replaced by vocational education in the 1920s. The objective of this article is to fill a gap in American curriculum history and to promote the accomplishments of American missionary educators in Hawai‘i. Â
The Cold War Pursuit of Inquiry Learning: A Search for Origins
No full text       The 1960s new social studies aimed to revolutionize teaching by replacing textbooks and lectures with a new emphasis on inquiry learning.  The reform originated in criticisms of progressive education, Cold War manpower concerns, fears that the Soviets would overtake US technological leadership, and faith in the redemptive power of reason. The reform demonstrates the truism that education embodies social and political ends, and offers a stark contrast with curricular trends of the present. Â
Harvard Project Physics: Adaptability and Use in the 21st Century
No full text During the 1970\u27s, Harvard Project Physics was a popular curriculum used in high school physics classrooms, and sought to change the way physics was taught. The materials created were revolutionary and had a positive impact on the teaching of high school physics. The objective of this paper is to explore the development and structure of Harvard Project Physics in an effort to better understand the scope, sequence and relevance of this historic project. Â
The Contributions of Science Educator F. James Rutherford: Harvard Project Physics and Project 2061
No full textThis research chronicles over sixty years of contributions of science educator F.James Rutherford. A successful high school physics teacher, one of the masterminds behind Harvard Project Physics and more recently, creator and leader of the American Association for the Advancement of Science’s Project 2061. A long term reform initiative, Project 2061 currently serves as the standard by which science education foundational ideals and pedagogical premises are derived.  Â
Joe Ball Takes Up the Piano: Curriculum, Extracurricular Activities, and the Formation of Gender at Riverside Junior College, 1929-1941
No full textThis article examines gender dynamics on a junior college campus in southern California during the Great Depression. Historians have argued that there was a “crisis of masculinity† due to widespread unemployment. This article examines references to gender in student newspapers and the yearbook and concludes that because students were concerned with raising the status of their college, and because far more men than women students attended, the marking of gender differences was less acute
CONTINUITIES AND CHANGE: REFORMING THE CURRICULUM AND THE WAR’S IMPACT ON ONTARIO’S PROGRESSIVIST RHETORIC, 1937—1942
No full textThis essay considers Ontario as a space of reception for progressive education in the period immediately following World War I. It discusses the reforms to Ontario\u27s curriculum that were heavily inspired by progressivist thinking. In the context, progressive education concerned three themes, which reflected a concern for building schools that fit the modern, progressive age; these concerned a focus on the individual learner, promoting active learning, and correlating schools with social life. The curriculum reforms, it is argued, attempted to weave consistency and order out of three parallel progressivist orientations: child study, social efficiency, and social meliorism