movement that began in the 1930s led by people like Horace Mann and Henry Barnard In general the idea was that by educating young people, there would be an increase in wealth, a decrease in crime as well as other social ills, and it allowed all people to participate in public democracy As the moral fervor of public education took foothold throughout the US, the path towards compulsory education laws was paved with the first law passed in Massachusetts in 1852 Curriculum debated: Traditional vs. Practical The second half of the century consisted of a debate between what the curriculum should instill in America’s youth: The importance of traditional subject-based education was the topic of three separate reports from the National Education Association (1876, 1893, 1895). These reports were in response to an increasing desire to have a curriculum that promoted practical preparation for the needs of society, as well as the needs of students as individuals needing growth and development. The NEA as the start of education politics An interesting trend that seemed to emerge during this period, and has remained since, is that of politics in education. The NEA began actively advocating for a subject-based curriculum instead of the increasingly popular society-based curriculum. The political debate at this time, as far as I’m able to tell, was a healthy debate 20th Century and Beyond The Progressives vs. the Traditionalists (Early 1900s) Continued dualities between the traditional view of education as a subject-centered curriculum and the progressive view of education as being society and individual-centered Dewey tried to get people to understand each of the three domains and to find some kind of balance among the three so they can work together, however, he was largely misunderstood Rise of Secondary Schools (Early 1900s) In the early decades of the 20th century more people were in school and for longer times, thus putting pressure on schools to rethink their curriculum to better meet the needs of the general public Cardinal Principles of Secondary Education (1918)
movement that began in the 1930s led by people like Horace Mann and Henry Barnard In general the idea was that by educating young people, there would be an increase in wealth, a decrease in crime as well as other social ills, and it allowed all people to participate in public democracy As the moral fervor of public education took foothold throughout the US, the path towards compulsory education laws was paved with the first law passed in Massachusetts in 1852 Curriculum debated: Traditional vs. Practical The second half of the century consisted of a debate between what the curriculum should instill in America’s youth: The importance of traditional subject-based education was the topic of three separate reports from the National Education Association (1876, 1893, 1895). These reports were in response to an increasing desire to have a curriculum that promoted practical preparation for the needs of society, as well as the needs of students as individuals needing growth and development. The NEA as the start of education politics An interesting trend that seemed to emerge during this period, and has remained since, is that of politics in education. The NEA began actively advocating for a subject-based curriculum instead of the increasingly popular society-based curriculum. The political debate at this time, as far as I’m able to tell, was a healthy debate 20th Century and Beyond The Progressives vs. the Traditionalists (Early 1900s) Continued dualities between the traditional view of education as a subject-centered curriculum and the progressive view of education as being society and individual-centered Dewey tried to get people to understand each of the three domains and to find some kind of balance among the three so they can work together, however, he was largely misunderstood Rise of Secondary Schools (Early 1900s) In the early decades of the 20th century more people were in school and for longer times, thus putting pressure on schools to rethink their curriculum to better meet the needs of the general public Cardinal Principles of Secondary Education (1918)
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