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Moral education in America, 1830-199...

Emirbayer, Mustafa Kemal.

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Moral education in America, 1830-1990: A contribution to the sociology of moral culture.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Moral education in America, 1830-1990: A contribution to the sociology of moral culture./
作者:	Emirbayer, Mustafa Kemal.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1989,
面頁冊數:	321 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 4107.
Contained By:	Dissertation Abstracts International50-12A.
標題:	Sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9013206

Moral education in America, 1830-1990: A contribution to the sociology of moral culture.
Emirbayer, Mustafa Kemal.

Moral education in America, 1830-1990: A contribution to the sociology of moral culture. - Ann Arbor : ProQuest Dissertations & Theses, 1989 - 321 p.

Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 4107.

Thesis (Ph.D.)--Harvard University, 1989.

This dissertation focuses on one of the central objects of the contemporary debate on American public education: the nature and purpose of moral instruction in the public schools. It examines the struggle among diverse groups in our society to influence the content and methods of moral education. This clash of educational and cultural ideals it investigates from an historical perspective, inquiring not only into the pressing issues of the moment, but also into the conflicts and battles of the past. By reconstructing patterns of moral education which prevailed in earlier time-periods, comparing them with instructional patterns in the present day, and explaining their historical transformation sociologically, it situates the dilemmas of our own times in a broader context of institutional development.Subjects--Topical Terms:

516174
Sociology.

Moral education in America, 1830-1990: A contribution to the sociology of moral culture.
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245 1 0 $a Moral education in America, 1830-1990: A contribution to the sociology of moral culture.
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500 $a Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 4107.
500 $a Adviser: Nathan Glazer.
502 $a Thesis (Ph.D.)--Harvard University, 1989.
520 $a This dissertation focuses on one of the central objects of the contemporary debate on American public education: the nature and purpose of moral instruction in the public schools. It examines the struggle among diverse groups in our society to influence the content and methods of moral education. This clash of educational and cultural ideals it investigates from an historical perspective, inquiring not only into the pressing issues of the moment, but also into the conflicts and battles of the past. By reconstructing patterns of moral education which prevailed in earlier time-periods, comparing them with instructional patterns in the present day, and explaining their historical transformation sociologically, it situates the dilemmas of our own times in a broader context of institutional development.
520 $a Specifically, this study undertakes an historical analysis of two pivotal moments in the evolution of moral education in American primary and secondary schools: the 1830s-1850s (the emergence of the "common school movement"); and the 1890s-1920s (educational Progressivism). It carries out this inquiry within the framework of a comparatively informed case-study approach, one which focuses specifically on the evolution of urban schooling in the state of Massachusetts. Its empirical point of departure is the historical reconstruction of classroom experience, the recapturing of actual patterns of moral and civic instruction in earlier periods. The dissertation examines how such classroom experience was transformed by broad institutional and societal forces--developing, at the "macro-level," a "multidimensional" account of educational change. Contrary to neo-Marxist and revisionist approaches which impose an inordinately heavy explanatory burden on transformations in the material substructure of society, and culturalist models which insufficiently theorize the objective constraints on voluntaristic action, its multi-causal strategy--itself based on a reconstruction of Durkheim--stresses the interplay of structural (including political) factors and the complex influences of culture and meaning. One of the aims of this thesis is to show the relevance of this model for explaining the causes and outcomes of the ideological movements which drive school reform.
520 $a Beyond these innovations, this thesis also contributes to the broader enterprise of cultural reflection. Through comparative historical research it sheds light on the transformation of a crucial institutional aspect of our normative order. Its analyses of moral education, in fact, suggest the possibility for a more expansive inquiry into the shaping of American culture. In addition to these case-studies, the thesis therefore includes a lengthy discussion of the analytical foundations of a new and historically as well as institutionally grounded sociology of moral culture.
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