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THE AMERICAN HISTORICAL ASSOCIATION ...

BROWN, TRUMAN BECKLEY.

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THE AMERICAN HISTORICAL ASSOCIATION AND THE SCHOOLS: A STUDY OF CONDESCENSION AND PROTECTION IN THE TWENTIETH CENTURY.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	THE AMERICAN HISTORICAL ASSOCIATION AND THE SCHOOLS: A STUDY OF CONDESCENSION AND PROTECTION IN THE TWENTIETH CENTURY./
Author:	BROWN, TRUMAN BECKLEY.
Description:	459 p.
Notes:	Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 4410.
Contained By:	Dissertation Abstracts International47-02A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8609096

THE AMERICAN HISTORICAL ASSOCIATION AND THE SCHOOLS: A STUDY OF CONDESCENSION AND PROTECTION IN THE TWENTIETH CENTURY.
BROWN, TRUMAN BECKLEY.

THE AMERICAN HISTORICAL ASSOCIATION AND THE SCHOOLS: A STUDY OF CONDESCENSION AND PROTECTION IN THE TWENTIETH CENTURY. - 459 p.

Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 4410.

Thesis (Ph.D.)--State University of New York at Buffalo, 1985.

From the formative years of the historical profession to the present, its principal custodial agency, the AHA, has undertaken numerous steps to protect history courses in the school curricula. A widening schism between professors and teachers has accompanied these efforts, which have effectively utilized classroom instruction as a vehicle for perpetuating the corporate ideology and interests espoused by officials within the history guild. Schoolteachers have been excluded from participating in nearly all the professional activities sponsored by the AHA, except as the factotum who implement whatever school reforms the Association periodically contrives. Denied recognition, visibility, and access to leadership positions, teachers have been long-time victims of the flagrant condescension perpetrated within the profession: their competency disparaged, their contributions to the public's understanding of history largely ignored. This study of professional discrimination and insidious paternalism focuses primarily on several American scholars whose reputations in various fields of historical thought have previously overshadowed their substantial contributions to pedagogical debates, to textbook literature, and to the activities of the AHA in promoting the teaching of history, especially its Commission on the Social Studies in the Schools. A narrative of medievalist A. C. Krey's changing views on such educational issues as the social functions schools should perform, their appropriate instructional methodologies, and the rationale and means for preserving history subjects in the secondary curricula, illuminates political controversies raging between and among historians, social scientists, and educators early in this century. Dana Munro, another powerful voice within the AHA, and Krey's mentor, promoted the orthodoxy of Scientific History, especially historical mindedness, as the panacea needed for training a cadre of youth to become scholars and public servants. When World War One, modernization, massive enrollment bulges in the school population, and the expanding influence of the progressive education movement all jeopardized history's preeminent status in the schools during the 1920s, Krey became the profession's caretaker. As chairman of the Commission, and while negotiating with its philanthropic benefactors, he found himself drawn from Scientific History to the ideas of social reconstructionists and such progressives as Harry Elmer Barnes, Carl Becker, and Charles A. Beard.Subjects--Topical Terms:

599244
Education, History of.

THE AMERICAN HISTORICAL ASSOCIATION AND THE SCHOOLS: A STUDY OF CONDESCENSION AND PROTECTION IN THE TWENTIETH CENTURY.
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520 $a From the formative years of the historical profession to the present, its principal custodial agency, the AHA, has undertaken numerous steps to protect history courses in the school curricula. A widening schism between professors and teachers has accompanied these efforts, which have effectively utilized classroom instruction as a vehicle for perpetuating the corporate ideology and interests espoused by officials within the history guild. Schoolteachers have been excluded from participating in nearly all the professional activities sponsored by the AHA, except as the factotum who implement whatever school reforms the Association periodically contrives. Denied recognition, visibility, and access to leadership positions, teachers have been long-time victims of the flagrant condescension perpetrated within the profession: their competency disparaged, their contributions to the public's understanding of history largely ignored. This study of professional discrimination and insidious paternalism focuses primarily on several American scholars whose reputations in various fields of historical thought have previously overshadowed their substantial contributions to pedagogical debates, to textbook literature, and to the activities of the AHA in promoting the teaching of history, especially its Commission on the Social Studies in the Schools. A narrative of medievalist A. C. Krey's changing views on such educational issues as the social functions schools should perform, their appropriate instructional methodologies, and the rationale and means for preserving history subjects in the secondary curricula, illuminates political controversies raging between and among historians, social scientists, and educators early in this century. Dana Munro, another powerful voice within the AHA, and Krey's mentor, promoted the orthodoxy of Scientific History, especially historical mindedness, as the panacea needed for training a cadre of youth to become scholars and public servants. When World War One, modernization, massive enrollment bulges in the school population, and the expanding influence of the progressive education movement all jeopardized history's preeminent status in the schools during the 1920s, Krey became the profession's caretaker. As chairman of the Commission, and while negotiating with its philanthropic benefactors, he found himself drawn from Scientific History to the ideas of social reconstructionists and such progressives as Harry Elmer Barnes, Carl Becker, and Charles A. Beard.
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