A New History of Educational Philosophy

By James S. Kaminsky | Go to book overview

1
The 1890s Social Reform Movement in the United States

If educational philosophy's intellectual predicate was anticipated in part by philosophy (see Chambliss, 1968), the empirical predicate for educational philosophy was found in the turn-of-the-century demand for social reform and the invention of social science ( Furner, 1975, 286- 288). What follows is an account of how social science and educational philosophy developed a common intellectual and academic alliance and goals as a means of addressing some of the most pressing questions of urbanization and industrialization.


SOCIAL REFORM

In the United States, philosophy of education initially was set within the context of the attempt to make the practice of schooling responsive to the demands of the social conditions of nineteenth-and twentieth-century America. At the most critical moments of its inception the discipline was mortgaged to the social reform movement; that is, it was closely related to attempts of social reformers to dissolve the long-standing monopolies of learning, to dissolve the arrangements that "made" some individuals affluent and "made" others poor. Therein the idea of the discipline was tightly tied to the idea of the common school movement and the social concerns that were part of that movement ( Glenn, [ 1987] 1988).

The intellectual task was to dissolve the individualism, the "voluntarist philosophies" that made the monopolies of learning not only plausible but also commendable--a voluntarism that made

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A New History of Educational Philosophy
Table of contents

Table of contents

  • Recent Titles in Contributions to the Study of Education ii
  • Title Page iii
  • Contents v
  • Preface vii
  • Introduction xi
  • Notes xxiv
  • Part I - Philosophy of Education in the United States 1
  • 1 - The 1890s Social Reform Movement in the United States 3
  • Notes 17
  • 2 - Intellectual Antecedents 19
  • Notes 45
  • 3 - The Professional Embodiment of Education 49
  • Notes 74
  • 4 - Philosophy of Education After 1945 77
  • Notes 96
  • 5 - Conclusion: The United States 99
  • Part II - Philosophy of Education in Great Britain 103
  • 6 - Genesis 105
  • Notes 141
  • 7 - Education for All 145
  • Notes 173
  • 8 - The Counterculture and Modern Times 175
  • Notes 187
  • 9 - Conclusion: Great Britain 189
  • Notes 192
  • Part III - Philosophy of Education in Australia 193
  • 10 - The Early Days in Australia 195
  • Notes 203
  • 11 - John Anderson and C. D. Hardie 205
  • Notes 213
  • 12 - The Right Climate, Australia and New Zealand 215
  • Notes 224
  • 13 - Philosophy of Education Society of Australasia 225
  • Notes 245
  • 14 - Conclusion: Australasia 247
  • Bibliography 251
  • Index 271
  • About the Author 279
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