Kimberley Johnson
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195387421
- eISBN:
- 9780199776771
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195387421.003.0006
- Subject:
- Political Science, American Politics
This chapter shows how the emergence of Jim Crow reform in the 1920s stimulated the emergence of what Jim Crow reformers would call the “golden age” of segregated education. In particular, the ...
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This chapter shows how the emergence of Jim Crow reform in the 1920s stimulated the emergence of what Jim Crow reformers would call the “golden age” of segregated education. In particular, the activities of northern foundations as well as the growing acceptance by many states of a minimal responsibility toward black public education led to this modernization of segregated education. This golden age rested on a mix of white paternalism, black pragmatism, and the institutionalization of state racial management structures.Less
This chapter shows how the emergence of Jim Crow reform in the 1920s stimulated the emergence of what Jim Crow reformers would call the “golden age” of segregated education. In particular, the activities of northern foundations as well as the growing acceptance by many states of a minimal responsibility toward black public education led to this modernization of segregated education. This golden age rested on a mix of white paternalism, black pragmatism, and the institutionalization of state racial management structures.
Cristián Cox
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0002
- Subject:
- Political Science, Comparative Politics
This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the ...
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This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the region, compares income inequality, and distinguishes the different development agendas for the quite different levels of development that exist among the countries of the region. The second section describes the main components of educational reform in the Latin American region for the period 1990–2006, and discusses their impact on the historical patterns of inequality in the social distribution of education. The third section examines available data about years of education and grade completion by countries and social categories, by way of assessing the expansion of access to education by different generations and different socioeconomic categories. The fourth section describes learning outcomes in six Latin American countries and analyses their association with socioeconomic and institutional factors, as well as comparing them with selected OECD countries. This permits an assessment of the region's educational structures in terms of equity of their results. A final section returns to policy issues.Less
This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the region, compares income inequality, and distinguishes the different development agendas for the quite different levels of development that exist among the countries of the region. The second section describes the main components of educational reform in the Latin American region for the period 1990–2006, and discusses their impact on the historical patterns of inequality in the social distribution of education. The third section examines available data about years of education and grade completion by countries and social categories, by way of assessing the expansion of access to education by different generations and different socioeconomic categories. The fourth section describes learning outcomes in six Latin American countries and analyses their association with socioeconomic and institutional factors, as well as comparing them with selected OECD countries. This permits an assessment of the region's educational structures in terms of equity of their results. A final section returns to policy issues.
Malak Zaalouk
- Published in print:
- 2006
- Published Online:
- September 2011
- ISBN:
- 9789774160264
- eISBN:
- 9781617970252
- Item type:
- book
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774160264.001.0001
- Subject:
- Political Science, International Relations and Politics
This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative ...
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This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative whilst carefully embedding it in the political and economic global context of the late twentieth century. The book first introduces the movement approach to development and carefully develops the notion of learning as a countermovement to the disintegrating world of today. It then moves on to describe how a community schools movement developed in the most deprived areas of rural Egypt; how such a movement is planned, mobilized, and sustained; and details the strategies and activities of the initiative. In the third part of the work, the book describes the impact of the movement on people's lives. The last chapter places the community education movement within the political economy of Egypt's educational reform and attempts to forecast the movement's long-term impact on the educational system.Less
This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative whilst carefully embedding it in the political and economic global context of the late twentieth century. The book first introduces the movement approach to development and carefully develops the notion of learning as a countermovement to the disintegrating world of today. It then moves on to describe how a community schools movement developed in the most deprived areas of rural Egypt; how such a movement is planned, mobilized, and sustained; and details the strategies and activities of the initiative. In the third part of the work, the book describes the impact of the movement on people's lives. The last chapter places the community education movement within the political economy of Egypt's educational reform and attempts to forecast the movement's long-term impact on the educational system.
Fatma H. Sayed
- Published in print:
- 2006
- Published Online:
- September 2011
- ISBN:
- 9789774160165
- eISBN:
- 9781617970276
- Item type:
- chapter
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774160165.003.0004
- Subject:
- Political Science, International Relations and Politics
During the 1990s, there are various concepts of development and normative orders that competed to influence education reforms in Egypt to assess the level of domestic consensus regarding ...
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During the 1990s, there are various concepts of development and normative orders that competed to influence education reforms in Egypt to assess the level of domestic consensus regarding internationally promoted educational reforms. The existence of domestic consensus on the core of development and the values of reform is crucial for the effective implementation, internalization, and eventually for the sustainability of the reform. Such consensus would lead to a high level of domestic consensus among domestic political and social actors, and increase the likelihood of their accepting the value system inherent in the forms. With a high level of domestic resonance, the reforms would require an incontestable position and face lower resistance to ideological levels. In a brief analysis, it illustrates thatthe Egyptian state has adopted elements of the neo-liberal approach in its educational reforms but has failed to link them to the ideological trends dominating the domestic intellectual scene.Less
During the 1990s, there are various concepts of development and normative orders that competed to influence education reforms in Egypt to assess the level of domestic consensus regarding internationally promoted educational reforms. The existence of domestic consensus on the core of development and the values of reform is crucial for the effective implementation, internalization, and eventually for the sustainability of the reform. Such consensus would lead to a high level of domestic consensus among domestic political and social actors, and increase the likelihood of their accepting the value system inherent in the forms. With a high level of domestic resonance, the reforms would require an incontestable position and face lower resistance to ideological levels. In a brief analysis, it illustrates thatthe Egyptian state has adopted elements of the neo-liberal approach in its educational reforms but has failed to link them to the ideological trends dominating the domestic intellectual scene.
Graeme Murdock
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198208594
- eISBN:
- 9780191678080
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198208594.003.0003
- Subject:
- History, European Early Modern History, History of Religion
A central aim of the Hungarian reformation was to improve standards of education. Leading clergy in the Reformed church worked together with noble patrons and town authorities in determined efforts ...
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A central aim of the Hungarian reformation was to improve standards of education. Leading clergy in the Reformed church worked together with noble patrons and town authorities in determined efforts to improve local educational facilities. This process was significantly influenced by the presence of foreign Calvinist teachers, who attempted to bring about a further reformation of Hungarian society by renovating patterns of schooling in the region. A series of prominent Protestants moved eastward to teach at new Reformed schools in Hungary and Transylvania. Three foreigners in particular, Johann Heinrich Alsted, Johann Heinrich Bisterfeld, and Jan Amos Comenius, planned reforms to the structure of schools, textbooks, and teaching methods, within a philosophy that stressed the importance of education in achieving broader purposes of religious reform and social renewal. Alsted, Bisterfeld, and Comenius were not alone in trying to implement proposals for the reorganization of Hungarian Protestant schools, with native Reformed clergy also committed to the renovation of their church and society through educational reform.Less
A central aim of the Hungarian reformation was to improve standards of education. Leading clergy in the Reformed church worked together with noble patrons and town authorities in determined efforts to improve local educational facilities. This process was significantly influenced by the presence of foreign Calvinist teachers, who attempted to bring about a further reformation of Hungarian society by renovating patterns of schooling in the region. A series of prominent Protestants moved eastward to teach at new Reformed schools in Hungary and Transylvania. Three foreigners in particular, Johann Heinrich Alsted, Johann Heinrich Bisterfeld, and Jan Amos Comenius, planned reforms to the structure of schools, textbooks, and teaching methods, within a philosophy that stressed the importance of education in achieving broader purposes of religious reform and social renewal. Alsted, Bisterfeld, and Comenius were not alone in trying to implement proposals for the reorganization of Hungarian Protestant schools, with native Reformed clergy also committed to the renovation of their church and society through educational reform.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter examines the initial bout of educational entrepreneurship that gave rise to a new focus on education reform, especially at the state level, during the 1980s. It begins by briefly ...
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This chapter examines the initial bout of educational entrepreneurship that gave rise to a new focus on education reform, especially at the state level, during the 1980s. It begins by briefly discussing some of the contextual factors attending the emergence of excellence in education in American education politics. It then shows how business entrepreneurs, civil rights entrepreneurs, educational conservatives, and state leaders mobilized to promote a vision of excellence in education. Next, it analyzes key themes of the excellence-in-education paradigm, illustrating how these four groups linked extant political conditions, educational challenges, and school practices in a narrative that legitimated new forms of government involvement in schools. The final section of the chapter examines how elected officials, state governments, and educational liberals responded to the rise of the new agenda.Less
This chapter examines the initial bout of educational entrepreneurship that gave rise to a new focus on education reform, especially at the state level, during the 1980s. It begins by briefly discussing some of the contextual factors attending the emergence of excellence in education in American education politics. It then shows how business entrepreneurs, civil rights entrepreneurs, educational conservatives, and state leaders mobilized to promote a vision of excellence in education. Next, it analyzes key themes of the excellence-in-education paradigm, illustrating how these four groups linked extant political conditions, educational challenges, and school practices in a narrative that legitimated new forms of government involvement in schools. The final section of the chapter examines how elected officials, state governments, and educational liberals responded to the rise of the new agenda.
Amanda Datnow
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195327892
- eISBN:
- 9780199301478
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195327892.003.0015
- Subject:
- Psychology, Clinical Child Psychology / School Psychology
This chapter offers a theory of how district, state, and federal contexts jointly shape the success of educational reform efforts at the school level. In order to describe the “co-construction” ...
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This chapter offers a theory of how district, state, and federal contexts jointly shape the success of educational reform efforts at the school level. In order to describe the “co-construction” perspective of reform implementation, it examines data from a multiple case study of a current reform movement, data-driven decision making. An analysis of data reveals that implementation is a system-wide activity, even when the desired change is mainly at the school level. However, the various policy levels have varying degrees of influence, and varying levels of connection with each other, depending on local circumstances. Implications for policy, practice, and the further study of the “co-construction” of educational reform are discussed. It is argued that examining the co-construction of reform and the linkages across the educational system would likely provide insights which could inform the fields of educational research, policy development, and evaluation.Less
This chapter offers a theory of how district, state, and federal contexts jointly shape the success of educational reform efforts at the school level. In order to describe the “co-construction” perspective of reform implementation, it examines data from a multiple case study of a current reform movement, data-driven decision making. An analysis of data reveals that implementation is a system-wide activity, even when the desired change is mainly at the school level. However, the various policy levels have varying degrees of influence, and varying levels of connection with each other, depending on local circumstances. Implications for policy, practice, and the further study of the “co-construction” of educational reform are discussed. It is argued that examining the co-construction of reform and the linkages across the educational system would likely provide insights which could inform the fields of educational research, policy development, and evaluation.
Tariq Ramadan
- Published in print:
- 2005
- Published Online:
- October 2011
- ISBN:
- 9780195183566
- eISBN:
- 9780199850426
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195183566.003.0012
- Subject:
- Religion, Islam
The reform movement that is in the process of being born has as its first requirement knowledge of the comprehensive message of Islam, its universal principles, and the tools available to help human ...
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The reform movement that is in the process of being born has as its first requirement knowledge of the comprehensive message of Islam, its universal principles, and the tools available to help human beings to adapt themselves to their society as well as to change the world. This reform movement requires a true intellectual revolution that will make it possible to be reconciled to the universality of Islamic values and to stop considering the marginalized minority. Through involvement in education reform, social and political participation, economic resistance, interreligious dialogue, and contributions to culture, people will be much more successful than if they persist in solitary confrontation and continual complaint. Muslims in the West will play a decisive role in the evolution of Islam worldwide because of the nature and complexity of the challenges they face, and in this their responsibility is doubly essential.Less
The reform movement that is in the process of being born has as its first requirement knowledge of the comprehensive message of Islam, its universal principles, and the tools available to help human beings to adapt themselves to their society as well as to change the world. This reform movement requires a true intellectual revolution that will make it possible to be reconciled to the universality of Islamic values and to stop considering the marginalized minority. Through involvement in education reform, social and political participation, economic resistance, interreligious dialogue, and contributions to culture, people will be much more successful than if they persist in solitary confrontation and continual complaint. Muslims in the West will play a decisive role in the evolution of Islam worldwide because of the nature and complexity of the challenges they face, and in this their responsibility is doubly essential.
Edward N. Wolff
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780195189964
- eISBN:
- 9780199850792
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195189964.001.0001
- Subject:
- Economics and Finance, Public and Welfare
This book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information ...
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This book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information Technology revolution will re-ignite worker pay. Indeed, the econometric results provide no evidence that the growth of skills or educational attainment has any statistically significant relation to earnings growth or that greater equality in schooling has led to a decline in income inequality. Results also indicate that computer investment is negatively related to earnings gains and positively associated with changes in both income inequality and the dispersion of worker skills. The findings reports here have direct relevance to ongoing policy debates on educational reform in the United States.Less
This book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information Technology revolution will re-ignite worker pay. Indeed, the econometric results provide no evidence that the growth of skills or educational attainment has any statistically significant relation to earnings growth or that greater equality in schooling has led to a decline in income inequality. Results also indicate that computer investment is negatively related to earnings gains and positively associated with changes in both income inequality and the dispersion of worker skills. The findings reports here have direct relevance to ongoing policy debates on educational reform in the United States.
Giorgia Brunello, Pietro Garibaldi, and Etienne Wasmer
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199210978
- eISBN:
- 9780191705786
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199210978.003.0008
- Subject:
- Economics and Finance, Public and Welfare
This chapter examines a few policy implications with respect to education and skills in Europe. Education systems in Europe have done a good job at supplying basic skills, thus suggesting that ...
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This chapter examines a few policy implications with respect to education and skills in Europe. Education systems in Europe have done a good job at supplying basic skills, thus suggesting that primary and secondary schooling in Europe functions relatively well. In contrast, where tertiary education is concerned, both enrolment and funding are substantially lower in Europe than in the US. The share of GDP devoted to higher education is three times less (2 percentage points lower) in Europe than in the US. One of the highest priorities should be to reduce this gap. There are three possibilities for this objective to be achieved. The first one is to re-allocate public spending away from secondary to tertiary education. However, this may not be desirable, given the evidence that well-financed secondary education may be one reason why Europe has experienced less inequality than the US. A second option is to raise the level of public deficit and public debt in order to increase spending on higher education. This is as unrealistic and undesirable as the first option: European countries already face tensions to increase finance for their social security (health and pensions), and are bound to a large extent by the Stability and Growth Pact. The third option is to open the doors to the possibility that private money should finance part of the education system. This could come partly from household money, by raising university fees by moderate amounts.Less
This chapter examines a few policy implications with respect to education and skills in Europe. Education systems in Europe have done a good job at supplying basic skills, thus suggesting that primary and secondary schooling in Europe functions relatively well. In contrast, where tertiary education is concerned, both enrolment and funding are substantially lower in Europe than in the US. The share of GDP devoted to higher education is three times less (2 percentage points lower) in Europe than in the US. One of the highest priorities should be to reduce this gap. There are three possibilities for this objective to be achieved. The first one is to re-allocate public spending away from secondary to tertiary education. However, this may not be desirable, given the evidence that well-financed secondary education may be one reason why Europe has experienced less inequality than the US. A second option is to raise the level of public deficit and public debt in order to increase spending on higher education. This is as unrealistic and undesirable as the first option: European countries already face tensions to increase finance for their social security (health and pensions), and are bound to a large extent by the Stability and Growth Pact. The third option is to open the doors to the possibility that private money should finance part of the education system. This could come partly from household money, by raising university fees by moderate amounts.
Trubowitz Rachel
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199604739
- eISBN:
- 9780191741074
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199604739.003.0004
- Subject:
- Literature, 17th-century and Restoration Literature
The biblical figure of “the nursing father” (Numbers 11:12 and Isaiah 49:23) is a starting point for this chapter. Organized thematically, the chapter explores how the newly evolving discourse of ...
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The biblical figure of “the nursing father” (Numbers 11:12 and Isaiah 49:23) is a starting point for this chapter. Organized thematically, the chapter explores how the newly evolving discourse of maternal nurture informs the construction of male political authority, royalist and anti-royalist. In Basilkon Doron, James VI/I's monarchical self-image as a “nourish father” translates reformist amalgamations of maternal nurture and national identity into royalist terms. In Eikon Basilike, Charles I depicts himself as a pious king and nurturing father to encourage his subjects’ charitable rehabilitation of his shattered royal image. Cromwell's speeches equate “the nursing father” with the new affective bonds unifying the reformed nation. In Of Education, Milton relies on the new discourse of nurture to repudiate the universities’ outmoded, authoritarian approach to learning. In Areopagitica, Milton associates nurture with both ancient Greek liberty and England's divinely inspired reformation.Less
The biblical figure of “the nursing father” (Numbers 11:12 and Isaiah 49:23) is a starting point for this chapter. Organized thematically, the chapter explores how the newly evolving discourse of maternal nurture informs the construction of male political authority, royalist and anti-royalist. In Basilkon Doron, James VI/I's monarchical self-image as a “nourish father” translates reformist amalgamations of maternal nurture and national identity into royalist terms. In Eikon Basilike, Charles I depicts himself as a pious king and nurturing father to encourage his subjects’ charitable rehabilitation of his shattered royal image. Cromwell's speeches equate “the nursing father” with the new affective bonds unifying the reformed nation. In Of Education, Milton relies on the new discourse of nurture to repudiate the universities’ outmoded, authoritarian approach to learning. In Areopagitica, Milton associates nurture with both ancient Greek liberty and England's divinely inspired reformation.
Janet G. Hudson
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9780813125022
- eISBN:
- 9780813135182
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125022.003.0012
- Subject:
- History, African-American History
As South Carolina's illiteracy rate was at 20 percent, the state was revealed to be as the second most illiterate in America. Also, it was important to note that three out of four adults in the state ...
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As South Carolina's illiteracy rate was at 20 percent, the state was revealed to be as the second most illiterate in America. Also, it was important to note that three out of four adults in the state were not even able to finish elementary education. Both the black and white reformers believed that the state's poverty, dependence on cotton agriculture, and insufficient state services was compounded by the undereducated and the illiterate population as well as the public school system. As such, education reform remained as one of the fundamental goals of the reformers. Educated black leaders believed that better education would serve as a means for gaining greater opportunities for achieving economic independence for the African Americans while white reformers believed that other reforms may be accelerated through raising education and lessening illiteracy. This chapter focuses on the means for obtaining resources to support educational reform.Less
As South Carolina's illiteracy rate was at 20 percent, the state was revealed to be as the second most illiterate in America. Also, it was important to note that three out of four adults in the state were not even able to finish elementary education. Both the black and white reformers believed that the state's poverty, dependence on cotton agriculture, and insufficient state services was compounded by the undereducated and the illiterate population as well as the public school system. As such, education reform remained as one of the fundamental goals of the reformers. Educated black leaders believed that better education would serve as a means for gaining greater opportunities for achieving economic independence for the African Americans while white reformers believed that other reforms may be accelerated through raising education and lessening illiteracy. This chapter focuses on the means for obtaining resources to support educational reform.
Christo Sims
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780691163987
- eISBN:
- 9781400885299
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691163987.003.0002
- Subject:
- Anthropology, Social and Cultural Anthropology
This chapter examines the emergence of the Downtown School for Design, Media, and Technology within the context of historical cycles of purportedly disruptive educational reform in the United States. ...
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This chapter examines the emergence of the Downtown School for Design, Media, and Technology within the context of historical cycles of purportedly disruptive educational reform in the United States. It considers how reformers' inability to remedy the social and political problems with which education has repeatedly and increasingly been tasked—which reformers also recurrently promise to fix—help produce conditions in which both crises in education and calls for disruptive remedies can recurrently arise. Against this historical backdrop, the chapter shows how particular cycles of disruptive fixation occurred as the Downtown School's designers and reformers responded to calls for disruption by engaging in problematization and rendering technical processes.Less
This chapter examines the emergence of the Downtown School for Design, Media, and Technology within the context of historical cycles of purportedly disruptive educational reform in the United States. It considers how reformers' inability to remedy the social and political problems with which education has repeatedly and increasingly been tasked—which reformers also recurrently promise to fix—help produce conditions in which both crises in education and calls for disruptive remedies can recurrently arise. Against this historical backdrop, the chapter shows how particular cycles of disruptive fixation occurred as the Downtown School's designers and reformers responded to calls for disruption by engaging in problematization and rendering technical processes.
Michael D. Gordin (ed.)
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691172385
- eISBN:
- 9780691184425
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691172385.003.0007
- Subject:
- History, Russian and Former Soviet Union History
This chapter examines Dmitrii Mendeleev's reform of Russian education. The educational reform Mendeleev proposed during the last decade of his life encapsulated his fully articulated view of how ...
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This chapter examines Dmitrii Mendeleev's reform of Russian education. The educational reform Mendeleev proposed during the last decade of his life encapsulated his fully articulated view of how expertise should be marshaled in Russian culture and thus stands as one of the best exemplars of Mendeleev's Imperial Turn. This reform contrasted sharply with the decentralized pedagogical approach of the 1863 statute that had structured Mendeleev's vision of the Great Reforms. Now, for him, the first step toward improving education was to ban general examinations, since they stifled individual innovation. Encouraging mindless regurgitation was no way to make Newtons. Instead, more attention should be paid to training teachers from the elementary level through university. The educational reform would be monitored by continually sending inspectors, drawn from the ranks of the most experienced teachers, to all corners of the empire to ensure equivalent levels of teaching—another instance of Mendeleev's belief in Imperial systems.Less
This chapter examines Dmitrii Mendeleev's reform of Russian education. The educational reform Mendeleev proposed during the last decade of his life encapsulated his fully articulated view of how expertise should be marshaled in Russian culture and thus stands as one of the best exemplars of Mendeleev's Imperial Turn. This reform contrasted sharply with the decentralized pedagogical approach of the 1863 statute that had structured Mendeleev's vision of the Great Reforms. Now, for him, the first step toward improving education was to ban general examinations, since they stifled individual innovation. Encouraging mindless regurgitation was no way to make Newtons. Instead, more attention should be paid to training teachers from the elementary level through university. The educational reform would be monitored by continually sending inspectors, drawn from the ranks of the most experienced teachers, to all corners of the empire to ensure equivalent levels of teaching—another instance of Mendeleev's belief in Imperial systems.
Victor J. Katz and Karen Hunger Parshall
- Published in print:
- 2014
- Published Online:
- October 2017
- ISBN:
- 9780691149059
- eISBN:
- 9781400850525
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691149059.003.0008
- Subject:
- Mathematics, History of Mathematics
This chapter follows the growth and development of the intellectual culture in the West after a period of decline roughly concurrent to that of the decline of the Roman Empire. It explores the ...
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This chapter follows the growth and development of the intellectual culture in the West after a period of decline roughly concurrent to that of the decline of the Roman Empire. It explores the intellectual reawakening of the Western world following the efforts of the clergyman Gerbert of Aurillac, who transmitted classical and Islamic learning and strove—through his innovative use of the abacus, celestial spheres, and armillary spheres of his own fabrication—to raise the level of learning of the mathematical sciences in the Latin West. Among his students was a generation of Catholic scholars who went on themselves to establish or to teach at cathedral schools and to influence educational reforms in royal courts throughout western Europe.Less
This chapter follows the growth and development of the intellectual culture in the West after a period of decline roughly concurrent to that of the decline of the Roman Empire. It explores the intellectual reawakening of the Western world following the efforts of the clergyman Gerbert of Aurillac, who transmitted classical and Islamic learning and strove—through his innovative use of the abacus, celestial spheres, and armillary spheres of his own fabrication—to raise the level of learning of the mathematical sciences in the Latin West. Among his students was a generation of Catholic scholars who went on themselves to establish or to teach at cathedral schools and to influence educational reforms in royal courts throughout western Europe.
Graeme Murdock
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198208594
- eISBN:
- 9780191678080
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198208594.003.0010
- Subject:
- History, European Early Modern History, History of Religion
The second wind of Protestant religious reform blew across the Continent from Geneva to France, the Netherlands, the British Isles, Germany, and to central and eastern Europe. Calvinism proved to be ...
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The second wind of Protestant religious reform blew across the Continent from Geneva to France, the Netherlands, the British Isles, Germany, and to central and eastern Europe. Calvinism proved to be an international form of Protestantism, and unlike Lutheranism its origins were not so deeply rooted within a single social and cultural milieu to confine its later expansion. This book examines Reformed religion in Hungary and Transylvania to reveal important comparisons and contrasts with the priorities and activities of other Reformed churches across the Continent. Calvinism also played a crucial role in shaping Hungarian politics and society during the early modern period, and this chapter also discusses Calvinism's impact upon Hungary and Transylvania from a variety of perspectives. The chapters in this book deal with the Hungarian reformation, Hungary's Reformed clergy, educational reform in Hungary, constitutional toleration and confessional rivalry, Hungarian puritans and Presbyterians, and the relationship between sovereign princes, noble patrons, and clergy.Less
The second wind of Protestant religious reform blew across the Continent from Geneva to France, the Netherlands, the British Isles, Germany, and to central and eastern Europe. Calvinism proved to be an international form of Protestantism, and unlike Lutheranism its origins were not so deeply rooted within a single social and cultural milieu to confine its later expansion. This book examines Reformed religion in Hungary and Transylvania to reveal important comparisons and contrasts with the priorities and activities of other Reformed churches across the Continent. Calvinism also played a crucial role in shaping Hungarian politics and society during the early modern period, and this chapter also discusses Calvinism's impact upon Hungary and Transylvania from a variety of perspectives. The chapters in this book deal with the Hungarian reformation, Hungary's Reformed clergy, educational reform in Hungary, constitutional toleration and confessional rivalry, Hungarian puritans and Presbyterians, and the relationship between sovereign princes, noble patrons, and clergy.
George M. Thomas, Lisa R. Peck, and Channin G. De Haan
- Published in print:
- 2003
- Published Online:
- May 2012
- ISBN:
- 9780520230002
- eISBN:
- 9780520936706
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520230002.003.0008
- Subject:
- Religion, Religious Studies
Progressive movements revolutionized educational ideology. This chapter studies the Progressive reform period, 1876 through 1931, focusing on the interplay between people organizing movements to ...
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Progressive movements revolutionized educational ideology. This chapter studies the Progressive reform period, 1876 through 1931, focusing on the interplay between people organizing movements to reform mass education and the institutional contexts that reinforced or attenuated their influence. The approach studied tends to reduce the declining fortunes of religion to inevitable large-scale processes such as differentiation, objective functional adaptations, or powerful economic interests. The chapter also describes the institutional context of education through 1875 and presents an overview of educational reform during the period 1876–1931, following which it discusses theoretical approaches to secularization. Furthermore, it describes the national Progressive movements pressing for education reform and their goals, and explores how they influenced mass education. Finally, the chapter draws out an analysis to reflect how these processes resulted in increased secularization.Less
Progressive movements revolutionized educational ideology. This chapter studies the Progressive reform period, 1876 through 1931, focusing on the interplay between people organizing movements to reform mass education and the institutional contexts that reinforced or attenuated their influence. The approach studied tends to reduce the declining fortunes of religion to inevitable large-scale processes such as differentiation, objective functional adaptations, or powerful economic interests. The chapter also describes the institutional context of education through 1875 and presents an overview of educational reform during the period 1876–1931, following which it discusses theoretical approaches to secularization. Furthermore, it describes the national Progressive movements pressing for education reform and their goals, and explores how they influenced mass education. Finally, the chapter draws out an analysis to reflect how these processes resulted in increased secularization.
Shane N. Phillipson
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9789888083428
- eISBN:
- 9789882209848
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888083428.003.0009
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter places the Chinese classroom within a social context. Using Bronfenbrenner's bioecological systems theory of human development as the theoretical framework, the chapter describes some of ...
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This chapter places the Chinese classroom within a social context. Using Bronfenbrenner's bioecological systems theory of human development as the theoretical framework, the chapter describes some of the important social and cultural influences on the academic achievement of Chinese children.Less
This chapter places the Chinese classroom within a social context. Using Bronfenbrenner's bioecological systems theory of human development as the theoretical framework, the chapter describes some of the important social and cultural influences on the academic achievement of Chinese children.
Joan Solomon
- Published in print:
- 2002
- Published Online:
- January 2015
- ISBN:
- 9780197262627
- eISBN:
- 9780191771989
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197262627.003.0012
- Subject:
- History, History of Ideas
This chapter focuses on education and the courses it considers cultural entities. Using three different evolutionary analogies, it explains how education can emerge, evolve or change in response to ...
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This chapter focuses on education and the courses it considers cultural entities. Using three different evolutionary analogies, it explains how education can emerge, evolve or change in response to external factors. The emphasis is on the emergence of Science, Technology and Society (STS) courses in tertiary and secondary education in Britain. The discussion begins by focusing on education as a cultural artefact and how educational change is influenced by culture. The chapter then examines the phases of deevelopment of the STS curriculum in British education and the application of evolutionary thinking to the major trends in educational reform that have affected Britain and other countries during the last century, citing some of the later writings by Donald Campbell. It also highlights the imporance of identifying both the organisms whose evolution was being tampered with, and the ‘habitat’ in which they had to exist, in order to understand the extreme and damaging educational changes of the 1990s in Britain. Finally, it considers trends in STS education in the post-Thatcher era.Less
This chapter focuses on education and the courses it considers cultural entities. Using three different evolutionary analogies, it explains how education can emerge, evolve or change in response to external factors. The emphasis is on the emergence of Science, Technology and Society (STS) courses in tertiary and secondary education in Britain. The discussion begins by focusing on education as a cultural artefact and how educational change is influenced by culture. The chapter then examines the phases of deevelopment of the STS curriculum in British education and the application of evolutionary thinking to the major trends in educational reform that have affected Britain and other countries during the last century, citing some of the later writings by Donald Campbell. It also highlights the imporance of identifying both the organisms whose evolution was being tampered with, and the ‘habitat’ in which they had to exist, in order to understand the extreme and damaging educational changes of the 1990s in Britain. Finally, it considers trends in STS education in the post-Thatcher era.
Charles Fowler
- Published in print:
- 2001
- Published Online:
- October 2011
- ISBN:
- 9780195148336
- eISBN:
- 9780199849154
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195148336.003.0016
- Subject:
- Music, Philosophy of Music
The arts can add dimensions that improve the effectiveness of education, but reform might be too strong a term to characterize these contributions. A few examples of how the arts have been used as ...
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The arts can add dimensions that improve the effectiveness of education, but reform might be too strong a term to characterize these contributions. A few examples of how the arts have been used as inducements for change are given in this chapter. The Drew School in Virginia, introduced an integrated art and language arts program for at-risk, first-grade children during the 1992 school year. The arts can be naturally related to many community enterprises, and they can be a key to connecting the school with community resources. The arts can be readily used to promote multicultural understanding. Although teachers usually have little to say about the administration of their school, site-based management gives them a voice in its daily operation. The arts can teach students to work together with a disparate group of individuals. However, even though all these modes of operation are intrinsic to the arts, they do not add up to major educational reform.Less
The arts can add dimensions that improve the effectiveness of education, but reform might be too strong a term to characterize these contributions. A few examples of how the arts have been used as inducements for change are given in this chapter. The Drew School in Virginia, introduced an integrated art and language arts program for at-risk, first-grade children during the 1992 school year. The arts can be naturally related to many community enterprises, and they can be a key to connecting the school with community resources. The arts can be readily used to promote multicultural understanding. Although teachers usually have little to say about the administration of their school, site-based management gives them a voice in its daily operation. The arts can teach students to work together with a disparate group of individuals. However, even though all these modes of operation are intrinsic to the arts, they do not add up to major educational reform.
