Changing Perspectives in the History of Education

Abstract

This articles identifies four issues whose resolution will shape the future of American elementary and secondary education. These are as follows. (1) Will the principle of decentralised control prevail over the seemingly inexorable tendency to consolidate power at the centre? (2) Will continuing emphasis on mass education obscure increasing demands to improve quality and raise achievement levels? (3) Will schools advance equality of educational opportunity, or reproduce inequalities inherent in the society? (4) Will schools integrate culturally heterogeneous populations at the expense of legitimate expressions of ethnic cultures? This article shows how these issues mirror ambiguities underlying American democratic principles, and offers some comparisons to conditions of education in Europe.     

Universities in Europe: North American Perspectives on European Historiography

This 2005 conference dialogue does not attempt to review the formidable A History of the University in Europe, 1800–1945 edited by Walter Rüegg. But it does use this magnificent piece of scholarship to open a discussion of the scholarship on the university, worldwide. The precipitating event was a book session at the Social Science History Convention in Portland, Oregon (2005). The participants are scholars of the higher education discourse and sought to reflect upon the conceptual patterns that have produced our higher education canon. They have found both foundational bedrock and time‐bound, limited assumptions about the ‘university’ in this volume’s 16 major essays. The central issue of this critique addresses the methodological problem of how another discourse, say, American higher education, might conceive a different version of the history of the university. In the course of the discussion the participants try to lay out the conceptual guidelines for a new history of higher education.     

西部地区农民素质与农民教育再思考

西部地区农民增收缓慢,与农民素质、农民教育密切相关。提高农民素质,大办农民教育,应以政府提供资金为主;农科教统筹,形成合力;教研结合,不断完善新型农民教育培训体系等。     

通识课程与专业课程的博弈与一致性：美国的经验

文章回顾了美国通识课程与专业课程的博弈,指出每次博弈的结果都会产生出新类型的高等教育机构,如今专业课程在各类大学中占优势.文章还分析了美国通识课程与专业课程的分配,探讨了通识课程与专业课程的一致性及其实现的要求.     

重思历史性与当代亚/华裔美国人的身份建构:以《骨》为视点

小说<骨>(Bone)展示了族裔社区过去和现在之间既相互排斥又相互关联的张力.这种张力表现在历史对现在的族裔个体寻求自我认识的决定性影响,历史是当代亚/华裔个体在建构自我身份认识的过程中需要与之商榷的重要因素.     

美国社区学院对发展我国西部教育的启示

通过100多年的发展,美国已建立了一个强大的社区教育体系,社区学院在美国高等教育中发挥了重要的作用。在对美国社区学院进行相关介绍、比较的基础上,提出发展社区学院是解决当前我国西部教育发展中问题的有效方式,以期为我国西部地区教育的改革与发展提供借鉴。     

Fostering the History of Science in American Science Education

Science &; Education -     

不能被忽略的历史:1607年以前的北美教育

美国教育史的叙事通常以英属北美殖民地教育的发轫为起点,而忽略了17世纪前北美原住民的教育历史.事实上,这是一段不应被忽略的历史,因为美国教育史既有欧洲教育的源头,也有北美前殖民地时期原住民教育的源头--这是美国教育的本土基础.认识到这一点对于我们全面而深刻认识美国教育有重要意义.     

Rethinking the Problem of Patriotic Education in the Subject of History in High Schools

Patriotism is loyalty to and love for one's motherland, and "the deepest feelings toward one's homeland fostered in the course of hundreds of years." Notice that in this remark of Lenin's, patriotism consists of three aspects: "the course of hundreds of years," "one's homeland," and "feelings," the core of which is "one's homeland." But it is exactly here that our traditional culture has steered us into a traditional mindset, giving rise to a blind spot in our thinking. We often unconsciously confuse the two originally different concepts of "homeland" and "state."…     

依附论视野中的拉美区域主义

拉丁美洲地区是区域主义发展较为典型的地区。依附论是一种主要由拉美学者发展起来的研究发展中国家如何在世界经济体系中实现自身发展的经济学理论。拉美区域主义从兴起到衰落,从衰落到再度勃兴,都受到不同形态的依附理论的深刻影响。依附论的历史演进和拉美区域主义的发展变化密切相关,依附论的警示,在某种程度上也揭示了拉美新区域主义存在的问题和面临的挑战。     

美国公共历史学教育评析

公共历史学教育是美国20世纪70年代兴起的一种新的历史教育形式.它以不同于传统历史教育的理念和方法,突出了历史教育的人民性、实用性和跨学科性.美国公共历史学教育不仅培养了能满足客户需要和适应实际操作的公共历史学家,而且,这些公共历史学家更多地以自己的工作在学院和课堂外对社会公众进行潜移默化的历史教育.公共历史学教育为新时代的历史教育开辟了广阔的发展空间.