A New History of Educational Philosophy

By James S. Kaminsky | Go to book overview

3
The Professional Embodiment of Education

Numerous agencies and associations were concerned with education and the politics that surounded the institution of education during the period of American Victorianism. The most interesting, ones were the Western College of Professional Teachers founded in Cincinnati in 1830, the American Lyceum Association organized in New York in 1831, and the American Association for the Advancement of Education formed in Philadelphia in 1849 under the direction of Horace Mann ( Wesley, 1957, 20). These agencies were followed by associations that had a more modern form: the National Education Association (NEA), and the Progressive Education Association. Nevertheless, these agencies had agendas that were only collaterally related to those of educational philosophy. They were never dedicated to the theoretical investigation of education and at best would only parallel the academic heading that the university and therein educational philosophy would define for itself.

The NEA, founded in 1857, reflected the politics of sectionalism, the patriotism of Civil War reconstructionism, and the furious individualism of the Populists ( Wesley, 1957, 3). Inside this politics the NEA's Department of Superintendence, took a leading role in the discussions of social reconstruction and played an active role in the support of educational philosophy's utopian political projects. Nevertheless, the Department of Superintendence's major concern had to do with monopolizing the professional representation of educators. This task took precedence over issues of social or professional reform ( Cremin, 1988, 238-239) and over the task of the theoretical explanation and description of education (cf. Haskell, 1977).

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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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