29 research outputs found
Fallace, Thomas D., In the Shadow of Auithoritarianism: American Education in the Twentieth Century. New York: Teachers College Press, 2018.
No full textTraces several forms of authoritarianism from 1916 to 1983 and their impact on school curriculum in the United States
Fallace, Thomas D., The Origins of Classroom Deliberation: Democratic Education in the Shadow of Totalitarianism, 1938-1960, Harvard Educational Review, 86(Winter, 2016), 506-526.
No full textTraces references to the inclusion of social issues in the curriculum during this period; discusses the rationales put forth for such inclusion
Fallace, Thomas D., Tracing John Dewey\u27s Influence on Progressive Education, 1903-1951: Toward a Received Dewey, Teachers College Record, 113(March, 2011), 463-492.
No full textFocuses on what Dewey\u27s peers took from his ideas and used for their own purposes in shaping thought and practice in civic and social education--often in ways that conflicted with Dewey\u27s actual statements; challenges the conventional understandings of social efficiency and social justice
Was John Dewey Ethnocentric?
No full text In this historical study, the author explores the early racial and cultural views of John Dewey. The author argues that, during his years at the University of Chicago, when he wrote the majority of his works on education, Dewey considered American non-White minorities to be biologically equal to Whites but socially deficient. In particular, Dewey subscribed to two 19th-century conceptual frameworks that almost inevitably led him to such a conclusion: linear historicism and genetic psychology, which both relegated non-Western societies to the status of prior steps toward the developed status represented by the industrialized West. However, working within these broad ethnocentric conceptual frameworks, Dewey forged important new positions on the social-scientific issues of latent biological potentials and the doctrine of the inheritance of acquired characteristics (i.e., neo-Lamarckianism). </jats:p
John Dewey on History Education and the Historical Method
No full textThis essay constructs a comprehensive view of Dewey’s approach to history, the historical method, and history education. Drawing on Dewey’s approach to the subject at the University of Chicago Laboratory School (1896-1904), Dewey\u27s chapter on the historical method in Logic: A Theory of Inquiry (1938), and a critique of Dewey’s philosophy of history that appeared in the American Historical Review and the published response to this attack by Dewey’s colleagues (1954), the author argues that Dewey consistently approached history in genetic and historicist terms
From the German Schoolmaster's Psychology to the Psychology of the Child: Evolving Rationales for the Teaching of History in U.S. Schools in the 1890s
No full textThe rationale for teaching history proposed by most professional historians in the 1890s was based on faculty psychology—the theory that the mind was composed of mental faculties such as memory and will that could be strengthened like muscles. However, over the course of the decade this approach was gradually replaced by a functional approach to mind and society, which had roots in the new psychology of Wilhelm Wundt. This development was accompanied by a pedagogical shift in learning theory from an emphasis on exertion of the students' will to engaging students' interest. John Dewey, William James, and the American followers of German pedagogical theorist, Johann Frederich Herbart, directly challenged the faculty psychology of the German-inspired professional historians but still placed history at the center of their pedagogical schemes. As a result, history gained a central place in U.S. elementary and secondary curriculum during these years, but paradoxically the new psychology gradually eroded the influence of professional historians on the curriculum, because they failed to acknowledge these emerging pedagogical and psychological theories.</jats:p
