Education history in the United States

下面为大家整理一篇优秀的essay代写范文- Education history in the United States，供大家参考学习，这篇论文讨论了美国的教育史学。在20世纪中叶以后，随着西方历史学的转向和教育理念的更新，美国教育史学研究模式也发生了变化，从以往占主导地位的美国公立学校颂歌的一元阐释模式向多元化方向发展。文化统治是美国教育史的一个中心问题，而美国学校史的一个主要部分就是在文化统治方面的冲突。

American education history is the product of the development of modern institutionalized education and the subsequent teacher education. After the founding of the People's Republic of China, Americans mainly paid attention to and introduced western educational history research results, and then gradually developed the education history of the United States. Traditional American education history compilation mainly focuses on the development history of education in schools. The purpose is to summarize the historical experience of education development, so as to serve the popularization of education in modern schools. On the other hand, it is also to stimulate the professional enthusiasm of future teachers to devote themselves to education. However, since the middle of the 20th century, with the transformation of western history and the renewal of education concept, the research mode of American education history has also changed. Previously, the author studied the establishment and transformation of education historiography in the United States in the book American education historiography: evolution and transcendence. This paper mainly discusses the contemporary trend of education historiography in the United States.

Carberry, the representative of American traditional education history, interprets the history of American education from the perspective of conflict and progress. His representative work American public education simplifies the history of American education into the history of American public education, and tells the single and moving battle course of the Democrats' victory over the conservatives. But after the second world war, people were no longer satisfied with cabrera's simple stories but asked for more complex ones.

Based on his concept of "big education", craiming, a representative of the moderate revisionist school in the United States, regarded "education structure" as a new focus of educational history research, shaking up the traditional practice of giving priority to school education, especially public school education. His three-volume American education attempts to reproduce the diversity and complexity of the historical development of American education. In creaming's opinion, the history of American education is not the history of the development of American public education described by carberry, but the history of education institutions including family, church, newspaper, museum and so on. Even from the perspective of school education, there are not only government-sponsored public education system, but also church-sponsored education system and various types of private schools. In addition, he does not believe that there are two sharply opposed factions, as caballero calls them. In fact, various interest groups have formed alliances through compromise and reconciliation in order to get the school law passed. Public school legislation is often pushed through state legislatures by these political alliances. On the other hand, although the general trend in the 100 years after the founding of the People's Republic of China has always been the continuous development of education, "development does not rise in a straight line entirely, and there has been a decline in specific regions in a specific period". Examples include the proportion of young people who attended school in areas that received large Numbers of immigrants in the 1950s, and the popularity of churches, schools and institutions of higher learning in areas ravaged by war in the 1960s.

From cabrera to cremin, it reflects a journey from telling simple national history stories to answering many complicated questions of human experience. American education historical ambition has changed, people are no longer satisfied with telling simple stories, but to answer many complicated questions in the development of education in the United States. But as America's education historical ambitions expand, so too does the question of whether educational history can tell the right story. Cremin's efforts to tell "complex" stories have been criticized by many American scholars. They believe that cremin's definition of "education" is almost synonymous with "society" and "culture". The contradiction between this definition and the scope of educational history research makes educational history writing encounter many difficulties that are difficult to overcome. However, from the perspective of modern American mainstream society, a national education history of the United States is still necessary. As the American historical association chairman Eric party, think: "over the past 30 years in the historical development of one of the major contribution is that it makes American historian deeper than before fully aware of the diversity of American history, it makes us more than ever before reluctantly alone for some simple research on the historical experience of narrow in a hurry to make that kind of the history of the United States with high generalization of the conclusions."

Education history is a marginal subject with natural connection with history and pedagogy. Since its birth, it has its relative independence and its own specific research fields and methods. As mentioned above, education historiography is the product of education in modern schools and the subsequent education of teachers. It mainly focuses on education in schools, especially its function in teacher vocational training. In the second half of the 19th century, the history of education has become a compulsory course for teacher training in many western countries. But since its birth, education history has been in a dilemma between academic orientation and professional orientation. Especially after the war education reform in countries, the normal system has undergone fundamental changes. As a subject, the history of education is facing unprecedented embarrassment and crisis. Educational history as a subject of instruction has disappeared from the curriculum of some countries. There is a revolution in teacher training in France. Whether educational history can be informally included in a required course depends on whether the teacher, sociologist or philosopher himself is interested in the subject.

It was against this background that the American educational history association had to change its development strategy. In 1991, the education association President M sailor in titled "boundary, Bridges and educational history" in the thesis, summarizes the American education since the 1950 s and 1960 s historical evolution course, that the American education research field back to life. , was delighted to see that in recent decades, education subject to reassess their own research field, and set up a bridge between its and other subjects, these subjects such as psychology, sociology, anthropology, political science, economics, demography, children's history, family history, American studies, women's studies and ethnic studies of scholars in the education association is very active, and educational history scholars research results published in other disciplines. Thaler believes that the gap between educational history and other disciplines has been bridged and that the educational history association will continue to encourage this trend.

From a comprehensive view of contemporary American education history, we can find that it has two basic paths: one is the academic orientation represented by cremin's American education in three volumes. This set of works adopts the method of academic rambling and semi-autobiographical, which is not as clear in context and concept as carberry's American public education, so it is not suitable for the general history textbook of American education. The other path is the textbook orientation represented by spring's American school, which inherits the traditional American education history textbook tradition, although the "ideology" of the textbook is different from the past. These two paths of the development of education history in the United States should be enlightening to us: on the one hand, we can continue to improve the textbook system of educational history through in-depth research; On the other hand, we need not be limited to the thinking mode of education textbooks, but put academic orientation in a more important position.

As mentioned above, the American traditional education historian carberry inherited and integrated previous studies, simplified the diversified American education experience, and told people a single but fascinating national history story by eulogizing the American public education. Because the narrative mode of American education history established by him shows a high degree of generalization and synthesis ability, which can clearly delineate and define the context of education development in the United States, it is especially applicable to the teaching of education general history in the United States. This allowed his "American public education" to remain the standard textbook of American educational history for half a century, affecting several generations.

However, with the diversification of American society, the cabrera model has fallen into the dilemma of "unpalatable to all". After caballero, historians continued to interpret the history of the public school age in various ways. These different interpretations reflect a broader debate about what role education plays in American society. Some people insist that the rise of public schools is the product of the struggle between liberalism and conservatism, and that its essence is to establish a school system that benefits all members of society. Others counter that the system is designed to curb economic privilege and reconcile religious diversity. The more radical side, taking a neo-marxist stance, criticized American schools as a tool of class rule. These broad differences in historical interpretation have led to arguments that continue to this day.

These different points of view will help us deeply understand the significance of today's American public school reform and the current debate about the school system in the United States. As J springs points out: "the different interpretation of complex environment faced by the public school movement. No single explanation can provide the answer to all the questions. It would be more appropriate to say that the public school movement seems to be the result of some rather complex interwoven and contradictory struggle between political and economic factors, although it involves the humanitarian motivation to create a reasonable society; Occasionally there is the desire of the working class to improve its position and the demand of various manufacturers for a well-trained workforce; Finally, there is the urge of the upper classes to preserve their privileges and the protestant desire for the purity of American culture.

Because the unitary explanation can no longer satisfy the different tastes of various interest groups, contemporary American educational history research tends to be interpreted in multiple ways. People today ask: whose history does the carberry model fit? Whose science? Whose interests are needed? On the other hand, the diversity of content and methods, as well as the need for all-encompassing approaches to all social groups, have led to the fragmentation of educational history research in the United States. How to accurately convey the American education historical experience with diversity and complexity to students? How can we help them understand the historical facts that such concepts as freedom and democracy themselves are constantly questioned, challenged and redefined? Americans have yet to find effective and universal answers to these difficult questions. Today, it is difficult to find a standard textbook of American educational history that is accepted by all classes, interest groups and education schools. In the era of diversity, people are faced with various new puzzles: how to reinterpret the American education experience? Should the United States have a relatively unified national education history? How to implement the new synthesis? How to construct a comprehensive, unified and universally recognized education general history of the United States, which has been rewritten from a variety of different cultural perspectives, has become a major problem for future generations.

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