Patricians, Professors, and Public Schools: The Origins of Modern Educational Thought in America

Cover
BRILL, 01.04.1994 - 273 Seiten
This is a new interpretation of late nineteenth and early twentieth century educational policy in the United States. Chapter-length studies of leading reformers argue that their reservations about economic growth best explain the changes they promoted.
 

Was andere dazu sagen - Rezension schreiben

Es wurden keine Rezensionen gefunden.

Inhalt

INTRODUCTION
1
CHAPTER ONE THE LATE NINETEENTH CENTURY CONFRONTS THE COMMON SCHOOL TRADITION
15
LIMITED GROWTH EDUCATION AND THE DEFENSE OF CASTE
46
CHARLES FRANCIS ADAMS JR AND JOHN PHILBRICK
75
FROM THE WORKINGMANS SCHOOL TO THE ETHICS OF NEIGHBORHOOD 18761900
100
FROM THE LABOR QUESTION TO TEACHERS COLLEGE
139
THE EXAMPLE OF JOHN DEWEY
172
CHILDRENS NEEDS AND THE MEANING OF WORK
190
THE COMMUNITY OF THE SELFFULFILLED
212
BIBLIOGRAPHY
243
INDEX
258
Urheberrecht

Andere Ausgaben - Alle anzeigen

Häufige Begriffe und Wortgruppen

Über den Autor (1994)

Allan S. Horlick, Ph.D. (1969) in History, University of Wisconsin, is Head of the History Department at Trinity School, New York. He has been Associate Professor of Educational History at New York University, and Associate Editor of "The History of Education Quarterly.

Bibliografische Informationen