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The American Educational History Journal is a peer-reviewed
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history.
The American Educational History Journal is a peer-reviewed
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history.
The American Educational History Journal is a peer-reviewed
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history.
The American Educational History Journal is a peer-reviewed
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well-articulated argument that deals
substantively with questions of educational history.
The ""American Educational History Journal"" is a peer reviewed
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of ""AEHJ"" encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Its authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in ""AEHJ""
requires that each author present a well-articulated argument that
deals substantively with questions of educational history.
The American Educational History Journal is a peer reviewed
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of ""AEHJ"" encourage communication between scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Its authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in ""AEHJ""
requires that each author present a well-articulated argument that
deals substantively with questions of educational history.
The American Educational History Journal is devoted to the
examination of educational questions using perspectives from a
variety of disciplines. With AEHJ, the Midwest History of Education
Society encourages communication between scholars from numerous
disciplines, nationalities, institutions, and backgrounds. Authors
come from disciplines ranging from political science to curriculum
to philosophy to adult education. Although the main criterion of
acceptance for publication in AEHJ requires that the author present
a well-articulated argument concerning an educational issue, the
editors ask that all papers offer a historical analysis.
The American Educational History Journal is devoted to the
examination of educational questions using perspectives from a
variety of disciplines. With AEHJ, the Midwest History of Education
Society encourages communication between scholars from numerous
disciplines, nationalities, institutions, and backgrounds. Authors
come from disciplines ranging from political science to curriculum
to philosophy to adult education. Although the main criterion of
acceptance for publication in AEHJ requires that the author present
a well-articulated argument concerning an educational issue, the
editors ask that all papers offer a historical analysis.
The American Educational History Journal is devoted to the
examination of educational questions using perspectives from a
variety of disciplines. With AEHJ, the Midwest History of Education
Society encourages communication between scholars from numerous
disciplines, nationalities, institutions, and backgrounds. Authors
come from disciplines ranging from political science to curriculum
to philosophy to adult education. Although the main criterion of
acceptance for publication in AEHJ requires that the author present
a well-articulated argument concerning an educational issue, the
editors ask that all papers offer a historical analysis.
The American Educational History Journal is devoted to the
examination of educational questions using perspectives from a
variety of disciplines. With AEHJ, the Midwest History of Education
Society encourages communication between scholars from numerous
disciplines, nationalities, institutions, and backgrounds. Authors
come from disciplines ranging from political science to curriculum
to philosophy to adult education. Although the main criterion of
acceptance for publication in AEHJ requires that the author present
a well-articulated argument concerning an educational issue, the
editors ask that all papers offer a historical analysis.
In this far-reaching discussion of curriculum and liberal
education, William A. Reid compares curriculum making to the idea
of ""pursuit."" Like justice, Reid argues that curriculum is not
something that we own or possess in a material sense; rather, it is
an achievement that anyone involved in schooling must and should
pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid
discusses four traditions within curriculum theory (the systematic,
the radical, the existentialist, and the deliberative), and then
makes his case that a deliberative perspective is the soundest,
most long-lasting philosophical tradition for curriculum theorists
to follow. Reid's goal is to persuade readers to engage in the
age-old practice of deliberation. Wesley Null introduces readers to
Reid's book with a new introduction and postscript that connect the
Schwab-Reid tradition to the ancient roots upon which deliberative
theory is based. Null also draws connections between Reid's text
and contemporary issues facing curriculum and education in 21st
century America. In a world in which passion-driven arguments for
extreme views on curriculum often dominate discussions, Reid's book
offers a balanced perspective that is rooted in reason, wisdom, and
a deep-seated commitment to justice and the public good. This book
speaks directly to teachers, school administrators, university
faculty, and anyone else who is interested in thinking clearly
about the question of what should be taught in America's schools.
The purpose of this text is to draw attention to eight forgotten
heroes: William C. Bagley, Charles DeGarmo, David Felmley, William
Torrey Harris, Isaac L. Kandel, Charles McMurry, William C.
Ruediger, and Edward Austin Sheldon. They have been marginalized
from our profession, and drawing upon their legacy is the best hope
for restoring the profession of teaching today. This work also
includes a chapter at the end of the book entitled "John Dewey's
Forgotten Essays." The audience for this book includes: 1)
classroom teachers, 2) school administrators, 3) teacher educators,
4) deans and other university administrators, 5) college and
university presidents, 6) legislators, 7) historians of education,
8) curriculum specialists, 9) specialists in teacher training, and
10) the general public.
In this far-reaching discussion of curriculum and liberal
education, William A. Reid compares curriculum making to the idea
of "pursuit." Like justice, Reid argues that curriculum is not
something that we own or possess in a material sense; rather, it is
an achievement that anyone involved in schooling must and should
pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid
discusses four traditions within curriculum theory (the systematic,
the radical, the existentialist, and the deliberative), and then
makes his case that a deliberative perspective is the soundest,
most long-lasting philosophical tradition for curriculum theorists
to follow. Reid's goal is to persuade readers to engage in the
age-old practice of deliberation. Wesley Null introduces readers to
Reid's book with a new introduction and postscript that connect the
Schwab-Reid tradition to the ancient roots upon which deliberative
theory is based. Null also draws connections between Reid's text
and contemporary issues facing curriculum and education in 21st
century America. In a world in which passion-driven arguments for
extreme views on curriculum often dominate discussions, Reid's book
offers a balanced perspective that is rooted in reason, wisdom, and
a deep-seated commitment to justice and the public good. This book
speaks directly to teachers, school administrators, university
faculty, and anyone else who is interested in thinking clearly
about the question of what should be taught in America's schools.
The purpose of this text is to draw attention to eight forgotten
heroes: William C. Bagley, Charles DeGarmo, David Felmley, William
Torrey Harris, Isaac L. Kandel, Charles McMurry, William C.
Ruediger, and Edward Austin Sheldon. They have been marginalized
from our profession, and drawing upon their legacy is the best hope
for restoring the profession of teaching today. This work also
includes a chapter at the end of the book entitled "John Dewey's
Forgotten Essays." The audience for this book includes: 1)
classroom teachers, 2) school administrators, 3) teacher educators,
4) deans and other university administrators, 5) college and
university presidents, 6) legislators, 7) historians of education,
8) curriculum specialists, 9) specialists in teacher training, and
10) the general public.
Isaac Leon Kandel (1881-1965) was a major figure in educational
philosophy and comparative education in the twentieth century. As a
professor of education at Columbia University's Teachers College,
Kandel almost single-handedly developed the field of comparative
education, and was an early critic of Progressive educational
philosophy. As the definitive biography of one of the twentieth
century's most brilliant writers on education, this book presents
Kandel as a democratic traditionalist who tirelessly advocated the
ideal of liberal education for all. This book tells the story of
Kandel's life and the many obstacles that he faced because of his
faith and political views. The philosophy of democratic schooling
that Kandel embodies is crucial to the reconstruction of American
education today. Peerless Educator will be of interest not only to
scholars of education, but also to practitioners who want to
improve education in the twenty-first century.
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