Society, Schools and Progress in the U.S.A is one of a mutually supporting series of books on Society, Schools and Progress in a number of important countries or regions. The books in the series are arranged in a fairly uniform pattern. They all begin with the historical and institutional background. They then go on to describe administration, the school system, family influences, and background social forces in much the same order of progression. The series is intended to serve students of sociology, government and politics, as well as education. This book deals with the specific case of the United States of America. It considers the American contribution to world-wide expectations. It examines how the American debate is no longer about the neighborhood school—it is about the American nation's identity and purpose, about efficiency in the least reorganized yet biggest industry. It analyzes the various aspects of American schools, school practices, students, teachers, teaching, and learning. It discusses how the American public school ideal has prevailed to be an inspiration and conceptual model for mankind.
This volume offers a conceptual justification and methodology for comparative studies of education matching developments in the social sciences and other comparative disciplines. It also relates comparative studies of education to the practical business of policy formulation at all levels. The author draws illustrations from educational reforms, but goes further in suggesting suitable procedures or institutions which might achieve soundly based policies and secure their implementation.
Education and Social Change provides a basic introduction to educational studies, with a viewpoint for decision. This book discusses the increasing number of educational influences at work outside the schools and colleges. Organized into three parts encompassing 10 chapters, this book starts with an overview of the influences affecting the schools as well as affecting the entire life in which the schools have to take on a different meaning. This text then examines the educational institutions and describes how their purposes, structures, and populations are undergoing unprecedented change. Other chapters deal with the transformation of the teaching–learning role itself, with reference to the teachers. This book discusses as well the relevance of all educational sciences. The final chapter briefly examines some of the main questions that need to be asked again because of all the changes in education's purposes and instrumentality. This book is a valuable resource for students and teachers.
Edmund Burke PC (12 January [NS] 1729[1]? 9 July 1797) was an Irish statesman, author, orator, political theorist and philosopher, who, after moving to England, served for many years in the House of Commons of Great Britain as a member of the Whig party. He is mainly remembered for his support of the cause of the American Revolutionaries, and for his later opposition to the French Revolution. The latter led to his becoming the leading figure within the conservative faction of the Whig party, which he dubbed the "Old Whigs", in opposition to the pro?French Revolution "New Whigs", led by Charles James Fox. Burke was praised by both conservatives and liberals in the 19th century. Since the 20th century, he has generally been viewed as the philosophical founder of modern conservatism, as well as a representative of classical liberalism."--Wikipedia.
Edmund Burke PC (12 January [NS] 1729[1]? 9 July 1797) was an Irish statesman, author, orator, political theorist and philosopher, who, after moving to England, served for many years in the House of Commons of Great Britain as a member of the Whig party. He is mainly remembered for his support of the cause of the American Revolutionaries, and for his later opposition to the French Revolution. The latter led to his becoming the leading figure within the conservative faction of the Whig party, which he dubbed the "Old Whigs", in opposition to the pro?French Revolution "New Whigs", led by Charles James Fox. Burke was praised by both conservatives and liberals in the 19th century. Since the 20th century, he has generally been viewed as the philosophical founder of modern conservatism, as well as a representative of classical liberalism."--Wikipedia.
Originally published in 1962. In this book the main problems of contemporary education are illustrated with fresh material from many countries and assessed in a context of rapid change in technology, society, and politics. Familiar educational concerns are carefully considered; but the altered status of schools, teachers and homes in relation to competing influences receives particular attention. Recent reforms in the Soviet Union, and the development of education in Asia and Africa, are assessed vis-a-vis topical questions and proposals in Great Britain, the United States, and several Western European countries. The book is therefore useful both for ‘problem' studies in comparative education, and for an up-to-date review of principles and practices in a critically formative period. It is also intended to present a study of education that will be widely educative and contribute to world understanding.
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