For over a century, Americans have translated their cultural
anxieties and hopes into dramatic demands for educational reform.
Although policy talk has sounded a millennial tone, the actual
reforms have been gradual and incremental. Tinkering toward Utopia
documents the dynamic tension between Americans' faith in education
as a panacea and the moderate pace of change in educational
practices. In this book, David Tyack and Larry Cuban explore some
basic questions about the nature of educational reform. Why have
Americans come to believe that schooling has regressed? Have
educational reforms occurred in cycles, and if so, why? Why has it
been so difficult to change the basic institutional patterns of
schooling? What actually happened when reformers tried to
"reinvent" schooling? Tyack and Cuban argue that the ahistorical
nature of most current reform proposals magnifies defects and
understates the difficulty of changing the system. Policy talk has
alternated between lamentation and overconfidence. The authors
suggest that reformers today need to focus on ways to help teachers
improve instruction from the inside out instead of decreeing change
by remote control, and that reformers must also keep in mind the
democratic purposes that guide public education.
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