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

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BRILL, 1994 - History - 264 pages
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Patricians, Professors, and Public Schools argues that the thinking behind efforts to reform American schools in the late nineteenth and early twentieth centuries emphasized two new ideas - that economic growth and the opportunity it created were more limited than had earlier been thought, and that popular aspirations should be revised downward accordingly.
After discussing the thinking that reformers reacted against in the first chapter of the book, later chapters examine those most responsible for these new ideas, especially Felix Adler and John Dewey. These chapters argue that reformers' fears about the social dislocation stemming from economic growth makes the most sense of the educational redirection they promoted.
This is a new interpretation of developments that have long been debated by American historians, and should be of interest to a wide variety of readers.
 

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Contents

Tradition
15
Limited Growth Education
46
Felix Adler Ethical Culture and Educational Reform in
100
From the Labor Question
139
The Example
172
Childrens Needs and the Meaning
190
The Community of the SelfFulfilled
212
Bibliography
243
Index
258
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About the author (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."

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