By David L. Coulter, John R. Wiens, Gary D. Fenstermacher
This ebook displays the editors; issues that too many public discussions of schooling are ruled through too few rules, and is meant to function a type of guide if you desire to input the dialog approximately schooling a piece of notable scholarship obtainable to the overall reader a different number of essays written through across the world famous and rising thinkers from the sector of schooling and similar disciplines members, between others, contain Anthony Appiah (Princeton); Seyla Benhabib (Yale); Eamonn Callan (Stanford); Joseph Dunne (St. Patrick’s collage, Ireland); Kieran Egan (Simon Fraser); Ursula Franklin (Toronto); Nel Noddings (Stanford); Martha Nussbaum (Chicago) and Diane Ravitch (New York)
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Additional info for Why Do We Educate: Renewing the Conversation (107th Yearbook of the National Society for the Study of Education, Volume I)
Why do we Educate? Renewing the Conversation, Volume One Edited by David L. Coulter and John R. Wiens © 2008 National Society for the Study of Education ISBN: 978-1-405-19217-0 42 ravitch 43 Education and Democracy: The United States of America as a Historical Case Study diane ravitch Over the course of American history, there has been no shortage of reﬂection about the purposes of education. 1 What attracted his attention and has continued to capture the attention of countless writers and thinkers since then was the idea that education could shape tender minds, and even more important, that education could be consciously employed to shape society.
Democratic citizenship in an increasingly interdependent world, in which some of the most important challenges we face increasingly transcend national borders and call into question national sovereignties, demands more than socialization to what exists, training in useful skills, and indoctrination in the conventional wisdom of the day. This might have been adequate in the early days of compulsory schooling, but today the questions facing democratic citizens demand a range of knowledge, a capacity for thought and reﬂection, an ability to listen and debate, a respect for reason and justice, a reasoned (though not unconditional) respect for the beliefs and values of others, a disposition to participate in public life, and the skills needed to apply these principles to speciﬁc cases and to live with the ambiguities and contradictions that may arise.
And, to extend an argument advanced by Gerald Graff, one can hardly teach anything, be it a historical event, a poem, a scientiﬁc discovery, or 34 education and schooling anything else, without introducing students to the controversies and debates that surround it. 22 A curriculum, however, is only one piece of the puzzle. Researchers have shown time and again that there can be a substantial difference between the curriculum-as-prescribed, the curriculum-as-taught, and the curriculum-as-experienced by students.