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Civic Learning Through Agricultural Improvement - Bringing "the Loom and the Anvil into Proximity with the Plow" (HC) (Hardcover, New)
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Civic Learning Through Agricultural Improvement - Bringing "the Loom and the Anvil into Proximity with the Plow" (HC) (Hardcover, New)
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A volume in Studies in the History of Education Series Editor:
Karen L. Riley, Auburn University at Montgomery How do people use
education to respond to change? How do people learn what is
expected of "good citizens" in their communities? These questions
have long concerned educational historians, civic educators, and
social scientists. In recent years, they have captured national
attention through high-profile education reform proposals and civic
initiatives. The historian who reviews the relevant literature,
however, will discover something odd: most of it focuses on
schooling, despite the fact that, prior to the middle of the
twentieth century, formal schooling played only a small (but
significant) part in most people's lives. What other educational
forces and institutions bring civic ideals to bear upon minds and
hearts? This question is rarely raised. At issue is a conceptual
problem: we, today, tend to equate "education" with "schooling." Do
county fairs and farmers' associations have anything to do with
civic education? Drawing insights from debates at the time of the
"founding" of the history of education as a branch of modern
scholarship, this author asserts that they do. Using the life of
county fairs, farmers' associations, and farmers' institutes as its
central thread, this book explores how prominent town-dwellers and
leading farmers tried to use agricultural improvement to grow towns
and to shape civic sensibilities in the rural Midwest. Promoting
economic development was the foremost concern, but the efforts
taught farmers much about their "place" as "good citizens" of
industrializing communities. As such, this study yields insights
into how rural people of the nineteenth century came to accept the
ideal that "town" and "country" were interdependent parts of the
same community. In doing so, it reminds educators and historians
that much education and learning - particularly of the civic sort -
takes place beyond the schoolhouse.
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