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THE EDUCATIONAL THEORY OF RECONSTRUC...

THOMPSON, RICHARD HOLDEN.

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THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS./
作者:	THOMPSON, RICHARD HOLDEN.
面頁冊數:	255 p.
附註:	Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0443.
Contained By:	Dissertation Abstracts International47-02A.
標題:	Biography. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8609598

THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS.
THOMPSON, RICHARD HOLDEN.

THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS. - 255 p.

Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0443.

Thesis (Ph.D.)--The University of Texas at Austin, 1985.

The educational theory of reconstructionism of George S. Counts is examined, beginning with his earliest works in the 1920s through his career at Teachers College, Columbia, ending at Southern Illinois University in 1971. Theodore Brameld is studied from his earliest, Marxist works, through the philosophy of educational reconstruction which he reintroduced as educational theory in the 1950s. Both theorists have been compared and contrasted, and major educational issues, such as curriculum, teaching, administration, indoctrination, world social order, and Marxism are examined.Subjects--Topical Terms:

531296
Biography.

THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS.
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245 1 4 $a THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS.
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500 $a Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0443.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1985.
520 $a The educational theory of reconstructionism of George S. Counts is examined, beginning with his earliest works in the 1920s through his career at Teachers College, Columbia, ending at Southern Illinois University in 1971. Theodore Brameld is studied from his earliest, Marxist works, through the philosophy of educational reconstruction which he reintroduced as educational theory in the 1950s. Both theorists have been compared and contrasted, and major educational issues, such as curriculum, teaching, administration, indoctrination, world social order, and Marxism are examined.
520 $a The first three chapters were designed to introduce the ideas of both theorists separately. The fourth chapter was the comparative chapter where a series of educational questions were addressed. The following are the conceptual questions that were designed to conceptualize the major understanding of both theorists and their treatment of reconstructionism: (1) What is education, according to the reconstructionist theories of Counts and Brameld? (2) What is the role of the teacher in building a new order? (3) What is a reconstructed curriculum? (4) How should the reconstructed school be controlled and managed? (5) What role does indoctrination play in building the new order? (6) Should communism be taught in our schools? How closely aligned were Counts and Brameld with communist forces in America? (7) What role should education play in building the new world order?
520 $a The final chapter is an examination of the Society for Educational Reconstruction. This Society was developed by Theodore Brameld and some of his former students from Boston University. George Counts was also a member of the advisory board until his death in 1975. The Society hopes to continue the work of early reconstructionists, especially Brameld. The results of this study suggest that Counts and Brameld have had little impact upon mainstream educational ideas, but have greatly influenced liberal and radical educational theorists, as expressed by members of the Society for Educational Reconstruction.
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