The Relationship Between Progressive Educational Theory and Practice and Monopoly CapitalThe purpose of this article is two-fold: First, to examine the social and economic basis for the development of "progressive" theory of education; and secondly, to critically examine, in light of the analysis, recent "revisionist" interpretations of the development of educational theory.-- Verso of title page. |
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basis became bourgeoisie Bowles and Gintis Bowles and Herbert capi capitalist production child-centered cial class interests conflict consciousness cooperative principle corporate correct policy created developed Dewey and Evelyn Dewey's distribution of property division of labor duction Durkheim economic educa Evelyn Dewey existing division function fundamental goal gressivism Herbert Gintis Hugo Munsterberg Ibid ideal ideological training imperialism individual inequality intelligence testing interests of monopoly IQ tests italist Jacob Riis Joel Spring John Dewey Josiah Strong labor power means of production methods middle class mobility monopoly capital monopoly capitalist monopoly production monopoly stage neces necessity organic society political practical pre-monopoly principal programs Progressive education Progressivism reality relations of production relationship reproduce classes role Roosevelt Ross Samuel Bowles Schools of Tomorrow social change social control social cooperation social division social order social relations social scientist socialist structure struggle task tion unequal unity wealth welfare workers wrote Dewey