Minding American Education: Reclaiming the Tradition of Active LearningTeachers College Press, 2003 M01 1 - 182 pages The tradition of active learning--a view of learning that is constructivist, progressive, and as deeply committed to student achievement as any standards-based scheme--has a long and distinguished pedigree in American educational thought and practice, but its value has been ignored in the rush to achieve high test scores. Martin Bickman urges us to reconsider the alternative vision of such seminal thinkers as Ralph Waldo Emerson, Bronson Alcott, Margaret Fuller, John Dewey, and George Dennison as he weaves an incisive synthesis of American literary innovation, philosophy, and school reform. In this timely volume, Bickman: - Presents an antidote to the self-destructive war between educational conservatives and progressives, arguing that each has only part of the solution. -Outlines our rich tradition of educational thought, suggesting ways to apply it to current reform efforts. -Provides a new paradigm for re-conceptualizing our educational past, urging us to move in the direction of our best and most characteristic literary and philosophical thinkers. -Shows how fields like the history and philosophy of American education can be dynamically related to our classroom practice. |
Contents
Children in the Concrete | 1 |
Ralph Waldo Emerson and Horace Mann | 5 |
Education as Reintegration | 20 |
James Marsh and Bronson Alcott | 38 |
Margaret Fuller and Henry David Thoreau | 61 |
Prose Style and the Languages of Education | 75 |
John Dewey | 94 |
Other editions - View all
Minding American Education: Reclaiming the Tradition of Active Learning Martin Bickman No preview available - 2003 |
Common terms and phrases
abstract action active actually Alcott already American artist asked become begin called chapter child classroom College comes concept concrete consciousness constructed continuing course create cultural describes Dewey Dewey’s direct discussion effect Emerson entire example experience fact feeling formulations Fuller further give human ideas immediate important individual institution intellectual James journal kind knowledge language later learning less living look Marsh meaning methods mind move movement nature never once particularly past philosophy physical poem poetry position practice present problem questions reader reading reality reason reflection relation Scholar seems seen sense sentence separate shape simply social structures suggests teacher teaching theory things thinking Thoreau thought tion tradition truth trying turn understanding unity University whole writing young
References to this book
Re-envisioning Education and Democracy Ruthanne Kurth-Schai,Charles R. Green No preview available - 2006 |
Re-envisioning Education and Democracy Ruthanne Kurth-Schai,Charles R. Green No preview available - 2006 |