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The One Best System : A History of American Urban Education / David B. Tyack.

By: Material type: TextTextPublisher: Cambridge, MA : Harvard University Press, [2020]Copyright date: ©1974Description: 1 online resource (368 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780674251120
Subject(s): DDC classification:
  • 370.19/348/0973
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- ACKNOWLEDGMENTS -- CONTENTS -- ILLUSTRATIONS -- PROLOGUE -- PART I. THE ONE BEST SYSTEM IN MICROCOSM: COMMUNITY AND CONSOLIDATION IN RURAL EDUCATION -- Introduction -- 1. The School as a Community and the Community as a School -- 2. "The Rural School Problem" and Power to the Professional -- PART II. FROM VILLAGE SCHOOL TO URBAN SYSTEM: BUREAUCRATIZATION IN THE NINETEENTH CENTURY -- Introduction -- 1. Swollen Villages and the Need for Coordination -- 2. Creating the One Best System -- 3. Teachers and the Male Mystique -- 4. Attendance, Voluntary and Coerced -- 5. Some Functions of Schooling -- PART III. THE POLITICS OF PLURALISM: NINETEENTH- CENTURY PATTERNS -- Introduction -- 1. Critics and Dissenters -- 2. Configurations of Control -- 3. Lives Routinized yet Insecure: Teachers and School Politics -- 4. Cultural Conflicts: Religion and Ethnicity -- 5. A Struggle Lonely and Unequal: The Burden of Race -- PART IV. CENTRALIZATION AND THE CORPORATE MODEL: CONTESTS FOR CONTROL OF URBAN SCHOOLS, 1890-1940 -- Introduction -- 1. An Interlocking Directorate and Its Blueprint for Reform -- 2. Conflicts of Power and Values: Case Studies of Centralization -- 3. Political Structure and Political Behavior -- PART V. INSIDE THE SYSTEM: THE CHARACTER OF URBAN SCHOOLS, 1890-1940 -- Introduction -- 1. Success Story: The Administrative Progressives -- 2. Science -- 3. Victims without "Crimes": Black Americans -- 4. Americanization: Match and Mismatch -- 5. "Lady Labor Sluggers" and the Professional Proletariat -- EPILOGUE THE ONE BEST SYSTEM UNDER FIRE, 1940-1973 -- NOTES -- BIBLIOGRAPHY -- INDEX
Summary: What we don't know about learning could fill a book-and it might be a schoolbook. In a masterly commentary on the possibilities of education, the eminent psychologist Jerome Bruner reveals how education can usher children into their culture, though it often fails to do so. Applying the newly emerging "cultural psychology" to education, Bruner proposes that the mind reaches its full potential only through participation in the culture-not just its more formal arts and sciences, but its ways of perceiving, thinking, feeling, and carrying out discourse. By examining both educational practice and educational theory, Bruner explores new and rich ways of approaching many of the classical problems that perplex educators. Education, Bruner reminds us, cannot be reduced to mere information processing, sorting knowledge into categories. Its objective is to help learners construct meanings, not simply to manage information. Meaning making requires an understanding of the ways of one's culture-whether the subject in question is social studies, literature, or science. The Culture of Education makes a forceful case for the importance of narrative as an instrument of meaning making. An embodiment of culture, narrative permits us to understand the present, the past, and the humanly possible in a uniquely human way. Going well beyond his earlier acclaimed books on education, Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend. Educators, psychologists, and students of mind and culture will find in this volume an unsettling criticism that challenges our current conventional practices-as well as a wise vision that charts a direction for the future.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780674251120

Frontmatter -- ACKNOWLEDGMENTS -- CONTENTS -- ILLUSTRATIONS -- PROLOGUE -- PART I. THE ONE BEST SYSTEM IN MICROCOSM: COMMUNITY AND CONSOLIDATION IN RURAL EDUCATION -- Introduction -- 1. The School as a Community and the Community as a School -- 2. "The Rural School Problem" and Power to the Professional -- PART II. FROM VILLAGE SCHOOL TO URBAN SYSTEM: BUREAUCRATIZATION IN THE NINETEENTH CENTURY -- Introduction -- 1. Swollen Villages and the Need for Coordination -- 2. Creating the One Best System -- 3. Teachers and the Male Mystique -- 4. Attendance, Voluntary and Coerced -- 5. Some Functions of Schooling -- PART III. THE POLITICS OF PLURALISM: NINETEENTH- CENTURY PATTERNS -- Introduction -- 1. Critics and Dissenters -- 2. Configurations of Control -- 3. Lives Routinized yet Insecure: Teachers and School Politics -- 4. Cultural Conflicts: Religion and Ethnicity -- 5. A Struggle Lonely and Unequal: The Burden of Race -- PART IV. CENTRALIZATION AND THE CORPORATE MODEL: CONTESTS FOR CONTROL OF URBAN SCHOOLS, 1890-1940 -- Introduction -- 1. An Interlocking Directorate and Its Blueprint for Reform -- 2. Conflicts of Power and Values: Case Studies of Centralization -- 3. Political Structure and Political Behavior -- PART V. INSIDE THE SYSTEM: THE CHARACTER OF URBAN SCHOOLS, 1890-1940 -- Introduction -- 1. Success Story: The Administrative Progressives -- 2. Science -- 3. Victims without "Crimes": Black Americans -- 4. Americanization: Match and Mismatch -- 5. "Lady Labor Sluggers" and the Professional Proletariat -- EPILOGUE THE ONE BEST SYSTEM UNDER FIRE, 1940-1973 -- NOTES -- BIBLIOGRAPHY -- INDEX

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

What we don't know about learning could fill a book-and it might be a schoolbook. In a masterly commentary on the possibilities of education, the eminent psychologist Jerome Bruner reveals how education can usher children into their culture, though it often fails to do so. Applying the newly emerging "cultural psychology" to education, Bruner proposes that the mind reaches its full potential only through participation in the culture-not just its more formal arts and sciences, but its ways of perceiving, thinking, feeling, and carrying out discourse. By examining both educational practice and educational theory, Bruner explores new and rich ways of approaching many of the classical problems that perplex educators. Education, Bruner reminds us, cannot be reduced to mere information processing, sorting knowledge into categories. Its objective is to help learners construct meanings, not simply to manage information. Meaning making requires an understanding of the ways of one's culture-whether the subject in question is social studies, literature, or science. The Culture of Education makes a forceful case for the importance of narrative as an instrument of meaning making. An embodiment of culture, narrative permits us to understand the present, the past, and the humanly possible in a uniquely human way. Going well beyond his earlier acclaimed books on education, Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend. Educators, psychologists, and students of mind and culture will find in this volume an unsettling criticism that challenges our current conventional practices-as well as a wise vision that charts a direction for the future.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Mai 2022)