A01=Thomas D. Fallace
aims and objectives of curriculum
American educational ideals
Author_Thomas D. Fallace
authoritarianism
Category=JNA
Category=JNB
Category=NHTB
cold war and education
critical thinking skills and education
curriculum reform
curriculum theory
democracy and education
democratic education
Dewey and education
dictatorship
educational theory
eq_bestseller
eq_history
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
fake news and education
history of education
ideology and education
patriotism and education
progressive education
propaganda and education
totalitarianism
Product details
- ISBN 9780807759370
- Weight: 320g
- Dimensions: 152 x 226mm
- Publication Date: 17 Aug 2018
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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This book explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the twentieth century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved to a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. The author also considers this approach in light of current-day interests in the Common Core State Standards.
Thomas D. Fallace is a professor of education at William Paterson University in New Jersey. He is the author of Race and the Origins of Progressive Education, 1880–1929 and Dewey and the Dilemma of Race: An Intellectual History, 1895-1922.
