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American Education (american + education)
Selected AbstractsPatriotism, History and the Legitimate Aims of American EducationEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2009Michael S. Merry Abstract This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills (i.e. the ability to even-handedly consider counterfactual evidence); and developing the capacity for economic self-reliance. The author argues that loyal patriotism may result in a myopic understanding of history, an unhealthy attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. [source] WHY THE BEST ISN'T SO BAD: MODERATION AND IDEALS IN EDUCATIONAL REFORMEDUCATIONAL THEORY, Issue 5 2009Deborah Kerdeman In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer counsels reformers to "satisfice": moderate their expectations and accept that flawed reforms can be good enough. Implicit in Feuer's view of satisficing is the assumption that moderating expectations entails eschewing ideals and replacing optimal goals with modest, real-world solutions. In this essay, Deborah Kerdeman agrees with Feuer that moderation is vital for reform, but maintains that embracing moderation does not contradict pursuing goals. To show how goals and moderation work in concert to promote reform, Kerdeman examines and reframes Feuer's assumptions about ideals. She also distinguishes moderation from satisficing and argues that satisficing, not ideals, can be deleterious to reform. Kerdeman concludes that sensible policy and research, while important, will not necessarily help reformers embrace moderation; cultivating moderation instead requires ongoing self-examination. [source] IS EDUCATIONAL POLICY MAKING RATIONAL , AND WHAT WOULD THAT MEAN, ANYWAY?EDUCATIONAL THEORY, Issue 5 2009Eric Bredo In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer raises concerns about the consequences of basing educational policy on the model of rational choice drawn from economics. Policy making would be better and more realistic, he suggests, if it were based on a newer procedural model drawn from cognitive science. In this essay Eric Bredo builds on Feuer's analysis by offering a more systematic critique of the traditional model of rationality that Feuer criticizes, a more critical evaluation of the procedural model that he favors, and a recommendation that the situational model he does not consider may have some benefits over both. This analysis shows that the traditional model presupposes an actor that cannot learn or develop. While the actor in the procedural model can learn, Bredo contends that it cannot develop, that is, it cannot outgrow its initial assumptions and values. Only the situational model allows for learning and development, important in a model to be used in the field of education. Bredo also considers in his analysis the social-relational assumptions built into the traditional, procedural, and situational models and the likely ethical consequences of acting on them. [source] Animal Magnetism and Curriculum HistoryCURRICULUM INQUIRY, Issue 2 2007BERNADETTE BAKER ABSTRACT This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, "internal" conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy- or practice-oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being. [source] The Dynamics of Homeownership: Eliminating the Gap Between African American and White HouseholdsREAL ESTATE ECONOMICS, Issue 4 2009Thomas P. Boehm This article uses a sample of young renters from the Panel Study of Income Dynamics and a continuous-time econometric model to explore not only the initial tenure transition to first-time homeownership, but also subsequent possible tenure transitions to a second owned home, back to rental tenure and, indirectly, to a second owned home from rental tenure. Once estimated, the predicted probabilities of these transitions are used to calculate the probability of homeownership at various times for households in the sample. These estimates are done separately for African Americans and whites for two different 11-year time intervals, 1987,1997 and 1993,2003. A primary result is that if African American education, income, net wealth and savings behavior could be brought in line with that of white households the majority of the racial gap in homeownership could be eliminated in either time period. [source] | ||||||||||