Please update your browser

You're using a version of Internet Explorer that isn't supported by Questia.
To get a better experience, go to one of these sites and get the latest
version of your preferred browser:

The Evolution of Educational Theory in the United States

By Dickson A. Mungazi | Go to book overview

Introduction

THE PURPOSE OF THIS STUDY

The action that President George Bush of the United States and President Mikhail Gorbachev of the Soviet Union took in Moscow on July 31, 1991, in signing the nuclear arms reduction treaty ushered in a new era of relationships between the two superpowers and members of the international community. The signing ceremonies would not have taken place if the signatories were uninformed about the issues that had brought them to the negotiating table over the past decade or if they were not convinced of the intent of the treaty itself. This means that the two leaders and the two nations they represented had previously gone through the process of evolution to arrive at the conclusion that it was in the best interest of both countries to sign the treaty. Whatever reasons they used to arrive at that conclusion, the process demanded observation of theory. The purpose of this study is to discuss the evolution of the theory of education in the United States from the beginning of the colonial period to the present.

Because the signing of this treaty was so critical to the security of the world as a whole, it is important to discuss briefly some theoretical reasons and arguments that led to it. This will help put the evolution of theory in its proper broader context. In 1982 a national debate was initiated in the U.S. Congress about the real danger of a nuclear war between the United States and the Soviet Union. Senator Edward Kennedy ( D., Mass.) and Senator Mark Hatfield ( R., Ore.) introduced a resolution in the U.S. Senate calling for a freeze by both the Soviet Union and the United States in the experimentation, production, and deployment of nuclear weapons. Kennedy and Hatfield were joined by 22 other senators and 150 members of the House of

-1-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
The Evolution of Educational Theory in the United States
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 254

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.