KUTZTOWN UNIVERSITY
Department of Elementary Education
ELU 530 - Historical Background Of Education
COURSE DESCRIPTION:
This course is concerned with education philosophies and practices which have been
developed in the elementary school. It affords an opportunity for study, discussion, and
the evaluation of professional literature and research concerning the influence of the past
on current educational problems. 3 c.h. 3 s.h.
RATIONALE:
Change in American education seems to be inevitable. In order for teachers to better
understand this concept, it is important that they know the roots from which the American
educational system of today evolved. By examining the development of public and
private education the graduate students will develop a knowledge and understanding of
this system which is a hybrid of its European antecedents and the unique American
contributions of our own educational leaders past and present.
OBJECTIVES
1.
2.
3.
4.
To review the educational history of the education in America.
To provide a perspective of the educational past.
To provide an understanding of the significant movements in education.
To provide comprehensive background of some of the outstanding
leaders in American education.
ASSESSMENT
1.
2.
3.
4.
“A meaningful connection to the past demands, above all, active engagement.”
(Gerda Lerner in Why History Matters)
“My First Day” essay.
Write a 2-page paper (computer generated) on a current issue or problem in
education today. Cite 2/3 sources and your opinion about a possible solution.
Social history project: Research your own school or district. Consult county
records, census reports, old documents, maps, library data, and a senior citizen for
an interview. Report to the class your methodology and what you discovered about
your school or district: where it is, when it was established, why, how it has
evolved, who was taught there, the teachers hired, anything about the curriculum
and books used, sample school day or year, etc. Hand in a 5-10 page report on the
topic. Include a bibliography and sources (primary and secondary) used for your
research.
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Unit I. European Antecedents
A.
Greek Educational Thought
B.
Education and Work of Rome
C.
Education and Medieval Thought Philosophical Thought
D.
Renaissance and later
Topics for discussion:
1.
The ancient Spartan ideals and practices affected later education.
Is modern Apartanism in certain countries likely to affect education in other
countries?
2.
Why did the Sophists lay great stress upon argumentation and oratory.
3.
Why did the Athenian schools give little attention to informational subjects?
4.
How did Roman education differ in spirit, content, and organization from Greek
education?
5.
What was the effect on the Reformation on schools in America?
6.
What was the effect of European philosophical thought on American education?
Summary:
The Greeks more than any other ancient people showed the world the advantages of
individualism. From their history we may learn that only by permitting variations in the
social world can there be evolved and fixed new types that will answer to changed
conditions and so allow growth and progress. Roman education and civilization have
left their impress upon the world. When Rome had become Hellenized and had absorbed
the Greek educational institutions, it in turn modified the great ideals presented to the
world by the Greeks, and thought Roman practically supplied the means of carrying out
those ends. Though the teachings of Christ, there came a larger recognition of
individualism and the brotherhood of man. Even though throughout the Middle Ages
much of this influence was dormant the Renaissance was inevitable.
Unit IV.
A.
B.
C.
D.
The Development of a Distinctive American Education (1779-1865)
The Growth of the American Republic
Intellectual outlook of the New Nation
Conflicting Conceptions of Education
Characteristic Educational Practices
Topics for Discussions:
1.
Many American have traditionally believed that most of their distinctively
democratic institutions date from the founding of the republic. how would
you criticize this position?
2.
Criticize the following proposition: "In order to make the common school
satisfactory to all groups, Horace Mann and his contemporaries set out to
build a non-religious elementary curriculum."
3.
To what extent has the idea of the common school as set
forth by ante-bellum educators been accepted as an ideal of contemporary
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4.
5.
America?
Some contemporary educators have taken the position that a public school
is one which is supported and controlled by public agencies. Others have
argued that a public school is any school which serves the public interest.
Which position gains support from our educational history between 1779
and1865?
Why do you think that education reacted to the great changes in American
life between 1779 and 1865 far more quickly and radically then did higher
education? Does education in the present period seem more receptive to
innovation than higher education?
Summary:
The distinctive way of life which we today recognize as "American" did not come into
existence with the signing of the declaration or the ratification of a constitution. The
American society really took on a character which set it apart from its European
antecedents between the years 1779 and 1865. In response to demands by the people
there emerged a school system as different from its predecessors as was the society which
it sought to serve.
Unit V.
A.
B.
C.
D.
The Expansion of American Education (1865-1918)
The Emergence of Industrial America
Reshaping the American Mind
Conflicting Currents of Educational Thought
Typical Patterns of Education
Topics for discussion:
1.
The teacher in the sprawling urban tenement districts between 1880
and 1920 faced Herculean problems in the attempt to introduce
millions and millions of immigrants to the American way of life.
What were some of the most pressing of these problems? Do
teachers in some American cities face similar problems today?
2.
Why did the different conceptions of man's nature arouse such
intense controversy in the late nineteenth century? Do they still
produce such controversies today? Must educators develop
defensible positions on these questions, or is it better to leave them
alone?
3.
Some educators today identify John Dewey with the conception of a
curriculum built principally around the felt needs and immediate
interests of children. Is this justified in the light of your
understanding of Dewey's writings?
4.
Review the several positions of the late nineteenth century
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concerning the role of the Bible in the school program. How many of
these are still alive in Contemporary America? To which position do
you think the majority of Americans Subscribe?
5.
In spite of the antipathy they drew from the ante-bellum educational
reformers, private schools continued to increase after 1865. What
are some of the important values these schools have served in
American life? What have been some of their principal
shortcomings? Do the values outweigh the shortcomings in your
mind?
Summary:
The years between 1865 and 1918 mark the transition from an old to a modern America.
In roughly half a century a vigorous American had become a world power. American
witnessed a phenomenal expansion of its educational system. Schools grew into a young
maturity by 1918.
Unit VI.
A.
B.
C.
D.
E.
F.
G.
American Education in the Developing Twentieth Century (19181960)
Increasing Tempo of Social Change
Intellectual Stre-s-s and Strains
The Contribution of John Dewey
Progressive Education
Depression and World War II
The Scientific Movement in Education
Individualizing Education
Topics of discussion:
1.
List some of the more powerful pressure groups today interested in the
program of public education. Granted the important place in American
life which these groups have acquired during the past fifty years, what
would be your policy regarding their demands if you were a school
superintendent in a local community?
2.
Has the vast extension of federal power since 1918 rendered
desirable a concomitant increase in federal control over education?
3.
Which of the psychological outlooks seem to make most sense to
you as you think of the fundamental tasks of education? Is it helpful
to say that they all have some contribution to make? Or is it better
to follow one view consistently as an educator?
4.
Looking at the long history of centralization of authority for education, do
you find yourself more or less favorable to federal aid for education?
5.
How would you answer the person who says modern education is "too
soft", lacks discipline, and does not teach children the fundamentals of
knowledge and morality? Would you agree or disagree with him?
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6.
7.
What do you think of the proposition that control of education should
reflect a balance of responsibility exercised by government, the profession,
and voluntary associations?
What do you think of the proposition that public support for education
should be divided among local, state, and federal governments? What do
you think would be a proper division of responsibility?
Summary:
The period from World War I to mid twentieth century has seen a vast outpouring of
ideas dealing with educational problems. Countless books, magazine articles, speeches,
and discussions of all kinds have come from interested public groups as well as from
professional educators. They reflect the social, political, economic, philosophical, and
religious looks of the era. This unit will attempt to point to the highlights of conflicting
educational points of view, and it will take stock of the present situation in the light of the
historical perspective.
VII.
American Education and Contemporary Social Issues (1960-to now)
A.
Population Rates
B.
Energy crisis
C.
Inflation
D.
Economy of Scarcity
E.
Changing Roles
F.
The future for Education
Summary:
A look at the dramatic changes since the 1960's in socio-economic and psychological
areas of American society and with these portend for the purpose and structure of
Education.
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