Fifty Modern Thinkers on Education: From Piaget to the Present Day

By Joy A. Palmer | Go to book overview

On a more fundamental level, Broudy's work was forecasting in his reconnecting the split, introduced by Kant and dominating aesthetic thinking for 200 years, between ethics and aesthetics. Broudy's ethical rationale of aesthetics deconstructed the independent, and isolated, realm of the arts, the 'art for arts sake', drawing on Plato and Aristoteles' views of the roles of art. This view has significant ramifications for education, shifting the goals of the various disciplines of arts education to general educational goals, affecting arts curriculum and pedagogies. The interdependence between aesthetics and ethics re-emerges in the writing of such people as Wayne Bowman in music, Suzi Gablik in visual arts, and aesthetic environment writers. In the emerging pendulum swing of post postmodernism, this signals a move from deconstruction to a renewed sense of purpose and meaning in aesthetic education.


Notes

I am indebted to Dorothy Broudy, Rupert Evans, Gordon Hoke, Charlie Leonhard, and Bob Stake, who spent with me several sessions each, sharing insightful perspectives on Broudy's work and life. Many thanks go to Eunice Boardman, Wayne Bowman, Dick Colwell, Ralph Page, and Lou Smith for their important communications, and to Sasha Ardichvili, Dorothy Broudy, Rupert Evans, Gordon Hoke, and Bob Stake for their careful reading of this manuscript and helpful comments.

1
Broudy was one of Whitehead's last students, and according to friends who knew Broudy well, Whitehead's influence on him was reflected in his thinking and way of life.
2
In his books as the 'Real World', 'Truth and Credibility', 'The Citizens Dilemma', 'Paradox and Promise' and 'The Uses of Schooling'.
3
Neo-Aristotelianism can be traced in his writings in North Adams and in his 1961 book Building a Philosophy of Education.
4
In his later years he devoted much time to the problems of higher education and served for several years as the staff director for the Chancellor's commission on the Reform of Undergraduate Learning and Living.
5
Established in 1982.

See also

In this book: Eisner

In Fifty Major Thinkers on Education: Aristotle, Dewey, Plato, Whitehead


Broudy's major writings
'History without Hysteria', School and Society, 58, 1943.
The Real World of the Public Schools, New York: Harcourt, Brace, 1972a.
Enlightened Cherishing: An Essay on Aesthetic Education, Urbana, IL: University of Illinois Press, 1972b.
'How Basic Is Aesthetic Education? Or Is 'Rt the Fourth R?', Educational Leadership 35, 2, p.139, 1977.
The Role of Imagery in Learning, Los Angeles, CA: The Getty Center for Education in the Arts, 1987.
The Uses of Schooling, London: Routledge and Kegan Paul, 1988.

-68-

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Fifty Modern Thinkers on Education: From Piaget to the Present Day
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Contents viii
  • Preface xiv
  • A.S.Neill 1883-1973 1
  • Notes 5
  • Notes 14
  • Notes 27
  • Further Reading 28
  • Notes 32
  • Notes 37
  • Notes 48
  • Carl Rogers 1902-87 49
  • Notes 53
  • Ralph Winifred Tyler 1902-94 54
  • Harry Broudy 1905-98 64
  • Notes 68
  • Further Reading 69
  • Benjamin S.Bloom 1913-99 86
  • Note 89
  • Further Reading 96
  • Notes 117
  • Further Reading 118
  • Notes 140
  • Notes 153
  • Michel Foucault 1926-84 170
  • Donaldson's Major Writings 181
  • Illich's Major Writings 188
  • Further Reading 193
  • Notes 203
  • Nel Noddings 1929- 210
  • Noddings' Major Writings 215
  • Notes 222
  • Notes 228
  • Notes 233
  • Theodore R.Sizer 1932- 241
  • Elliot Eisner 1933- 247
  • Notes 251
  • Lee S.Shulman 1938- 257
  • Notes 270
  • Henry Giroux 1943- 280
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