Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field
Samuel Totten, Jon E. Pedersen
IAP, 2007 - Social Science - 350 pages
Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. The authors (many of whom, themselves, are noted professors of education and who have done significant work in the field of social issues and education) delineate and analyze the efforts (e.g., theoretical work, research, curriculum development, and teaching) of such pioneers within the larger framework of their life-story. As a result, the reader is not only introduced to the significant work of each pioneer but valuable and often fascinating insights into how his/her life experiences informed his/her thinking, beliefs, goals and work. This book constitutes a rich and unusual record of the thinking and accomplishments of those luminaries who worked tirelessly in the belief that a well-educated and well-informed populace was absolutely imperative in a democracy if the latter were to remain healthy and vibrant. Beyond current scholars and students, we believe that this book will be of great interest to a wide spectrum of individuals: teacher educators who perceive the need to avail their students of the rich history, rationales and methods for incorporating the study of social issues across the curriculum; professors who teach history of curriculum courses and/or history of education courses are likely to be drawn to the book, both for the rich stories as well as the bounty of information found in each chapter; those who specialize in autobiographical studies in the field of education are likely to find the book to be remarkably rich and valuable both for their own research as well as in their teaching; secondary level teachers in science, social studies, and English who are interested in incorporating the study of social issues into the courses they teach will glean incredibly rich insights into why and how to go about such an endeavor; and future scholars and students who care deeply about how society impacts education, education impacts society, and how individuals and groups can have a positive impact on society through their collective efforts are bound to find the book both fascinating and instructive.
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active Addressing Social Issues Alan Griffin Alice American Education Publications approach believed Brameld career classroom Columbia University Counts course critical cultural democracy democratic Dewey's dissertation Donald Oliver economic educa Engle Engle's experience field freedom Fresno State University graduate Griffin Gross Harold Rugg high school Hullfish human Hunt and Metcalf Hurd ideas individual influence inquiry instruction intellectual intercultural education interest Issues Series/Harvard Social issues-centered John Dewey Kiso learning Maxine Greene methods Miel & Kiester National Council NCSS Newlon Newmann Ochoa Ohio State University Oliver organization personal communication philosophy of education Piel political professor Progressive Education Rachel Davis Rachel Davis DuBois reflective role Rugg's science education Series/Harvard Social Studies Shaver Shimahara social action Social Education social sciences social studies curriculum social studies education Social Studies Project society Soviet Soviet Union Systra textbooks thinking thought tion TMMW University University of Denver values W.E.B. DuBois York
Page 11 - All that society has accomplished for itself is put, through the agency of the school, at the disposal of its future members. All its better thoughts of itself it hopes to realize through the new possibilities thus opened to its future self. Here individualism and socialism are at one. Only by being true to the full growth of all the individuals who make it up, can society by any chance be true to itself. And in the self-direction thus given, nothing counts as much as the school, for, as Horace Mann...
Page 6 - There is no limit to the liberal expansion and confirmation of limited personal intellectual endowment which may proceed from the flow of social intelligence when that circulates by word of mouth from one to another in the communications of the local community. That and that only gives reality to public opinion.
Page 12 - Whenever we have in mind the discussion of a new movement in education, it is especially necessary to take the broader, or social, view, Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers, at the worst transitory ads, and at the best merely improvements in certain details — and this is he plane upon which it is too customary to consider school changes.