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The rise and fall of American Herbar...

Cruikshank, Kathleen Anne.

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The rise and fall of American Herbartianism: Dynamics of an educational reform movement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The rise and fall of American Herbartianism: Dynamics of an educational reform movement./
作者:	Cruikshank, Kathleen Anne.
面頁冊數:	995 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2072.
Contained By:	Dissertation Abstracts International54-06A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9320847

The rise and fall of American Herbartianism: Dynamics of an educational reform movement.
Cruikshank, Kathleen Anne.

The rise and fall of American Herbartianism: Dynamics of an educational reform movement. - 995 p.

Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2072.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1993.

The apparently short-lived career of American Herbartianism is examined in this attempt to reveal the underlying dynamics of curriculum reform. In recognition of the organic and embedded nature of change, attention is given to the development of teacher education, the formal and informal institutions and professional organizations which sought to develop it, and the cultivation of a public perception of need for those educational services. The development of Herbartianism is then examined within that context, as it served the personal and professional purposes of those involved in building such institutions. In seeking the effects of Herbartianism on classroom teachers, attention is given to precedents in pedagogy, as well as to the ways in which Herbartianism and the contemporaneous development of child study offered teachers a sense of efficacy and potential for the professional stature they were being constantly admonished to seek.Subjects--Topical Terms:

599244
Education, History of.

The rise and fall of American Herbartianism: Dynamics of an educational reform movement.
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520 $a The apparently short-lived career of American Herbartianism is examined in this attempt to reveal the underlying dynamics of curriculum reform. In recognition of the organic and embedded nature of change, attention is given to the development of teacher education, the formal and informal institutions and professional organizations which sought to develop it, and the cultivation of a public perception of need for those educational services. The development of Herbartianism is then examined within that context, as it served the personal and professional purposes of those involved in building such institutions. In seeking the effects of Herbartianism on classroom teachers, attention is given to precedents in pedagogy, as well as to the ways in which Herbartianism and the contemporaneous development of child study offered teachers a sense of efficacy and potential for the professional stature they were being constantly admonished to seek.
520 $a Attention is also given to the roles played by American Herbartianism in the lives of Charles DeGarmo, Charles McMurry, Frank McMurry, and Thomas Gentle, as well as John W. Cook, Zachariah Xenophon Snyder, Nicholas Murray Butler, and George P. Brown, and to the way in which their involvement with Herbartianism intersected with the interests of William Torrey Harris, G. Stanley Hall, and Francis W. Parker in struggles over domination of the national educational discourse, the conflict of traditional values with the perceived encroachment of materialism, the definition of psychology as an academic discipline, and the proper relationship of curriculum theory to classroom practice. The career of American Herbartianism is traced through its functions in the legitimation of university departments of education, the establishment of a professional knowledge base in normal schools, and the redefinition of national educational inquiry through the founding of the National Herbart Society and its evolution into the National Society for the Study of Education. The study concludes that curriculum reform movements are driven by the extent to which they function to further the personal aspirations and professional status of those involved with them and are successful to the extent that they are incorporated within the ongoing pedagogical discourse.
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