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THE EDUCATIONAL THEORY OF RECONSTRUCTIONISM AS VIEWED BY GEORGE S. COUNTS AND THEODORE BRAMELD: A HISTORY OF IDEAS.

机译:乔治·伯爵斯和狄奥多·布拉姆德所看待的重建主义教育理论:思想史。

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摘要

The educational theory of reconstructionism of George S. Counts is examined, beginning with his earliest works in the 1920s through his career at Teachers College, Columbia, ending at Southern Illinois University in 1971. Theodore Brameld is studied from his earliest, Marxist works, through the philosophy of educational reconstruction which he reintroduced as educational theory in the 1950s. Both theorists have been compared and contrasted, and major educational issues, such as curriculum, teaching, administration, indoctrination, world social order, and Marxism are examined.;The final chapter is an examination of the Society for Educational Reconstruction. This Society was developed by Theodore Brameld and some of his former students from Boston University. George Counts was also a member of the advisory board until his death in 1975. The Society hopes to continue the work of early reconstructionists, especially Brameld. The results of this study suggest that Counts and Brameld have had little impact upon mainstream educational ideas, but have greatly influenced liberal and radical educational theorists, as expressed by members of the Society for Educational Reconstruction.;The first three chapters were designed to introduce the ideas of both theorists separately. The fourth chapter was the comparative chapter where a series of educational questions were addressed. The following are the conceptual questions that were designed to conceptualize the major understanding of both theorists and their treatment of reconstructionism: (1) What is education, according to the reconstructionist theories of Counts and Brameld? (2) What is the role of the teacher in building a new order? (3) What is a reconstructed curriculum? (4) How should the reconstructed school be controlled and managed? (5) What role does indoctrination play in building the new order? (6) Should communism be taught in our schools? How closely aligned were Counts and Brameld with communist forces in America? (7) What role should education play in building the new world order?
机译:考察了乔治·伯爵斯(George S. Counts)的重建主义教育理论,从他1920年代最早的作品开始,到他在哥伦比亚师范学院的职业生涯开始,直到1971年在南伊利诺伊大学任教。他在1950年代将其作为教育理论重新引入的教育重建哲学。对这两个理论家进行了比较和对比,并对课程,教学,管理,灌输,世界社会秩序和马克思主义等主要教育问题进行了研究。最后一章是对教育重建学会的考察。该协会由西奥多·布雷梅德(Theodore Brameld)和他的一些前波士顿大学的学生共同创立。直到1975年去世,乔治·伯恩斯(George Counts)还是顾问委员会的成员。协会希望继续早期的重建主义者,尤其是布雷梅尔德(Brameld)的工作。这项研究的结果表明,伯爵和布雷默德对主流教育理念的影响不大,但是对自由和激进的教育理论家的影响很大,正如教育重建学会成员所表达的那样。前三章旨在介绍两个理论家的思想分别。第四章是比较章,其中讨论了一系列教育问题。以下是旨在将理论家和理论家对重建主义的主要理解概念化的概念性问题:(1)根据伯爵和布拉梅尔德的重建主义理论,什么是教育? (2)教师在建立新秩序中的作用是什么? (3)什么是重构课程? (4)重建学校应如何控制和管理? (5)灌输在建立新秩序中起什么作用? (6)我们学校应该教共产主义吗? Counts和Brameld与美国的共产主义力量有多紧密的联系? (7)教育在建立新世界秩序中应扮演什么角色?

著录项

  • 作者

    THOMPSON, RICHARD HOLDEN.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education History of.;Biography.
  • 学位 Ph.D.
  • 年度 1985
  • 页码 255 p.
  • 总页数 255
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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