Reflecting on MACOS: Why It Failed and What We Can Learn from Its Demise

Autor/inn/en	Fitchett, Paul G.; Russell, William Benedict
Titel	Reflecting on MACOS: Why It Failed and What We Can Learn from Its Demise
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 48 (2012) 3, S.469-484 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2011.554423
Schlagwörter	Social Scientists; Social Studies; Units of Study; Anthropology; Educational History; War; Social Systems; Political Attitudes; Ideology; Foreign Countries; Instructional Innovation; Teaching Methods; Politics of Education; Heuristics; Adoption (Ideas); Grade 5; Grade 6; Theory Practice Relationship; Textbooks; Educational Finance; Publishing Industry; Federal Legislation; National Curriculum; Australia; Canada; United Kingdom (England); United Kingdom (Scotland); United States; USSR + Suchen Sie Ihr Suchwort? Social scientist; Sozialwissenschaftler; Gemeinschaftskunde; Lerneinheit; Anthropologie; History of education; Bildungsgeschichte; Krieg; Social system; Soziales System; Political attitude; Politische Einstellung; Ideologie; Ausland; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Bildungspolitik; Heuristik; Ideas; Ideenfindung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Theorie-Praxis-Beziehung; Textbook; Text book; Schulbuch; Lehrbuch; Bildungsfonds; Bundesrecht; Australien; Kanada; USA
Abstract	The New Social Studies movement was an effort by social scientists to reform US social studies/history curriculum at all levels during the 1960s and early 1970s. In the end, more than 50 different projects attempting to revitalise social studies were developed. Many of the projects focused on inquiry-based teaching practices and curriculum. Considered to be the most controversial of the projects developed was Man: A Course of Study (MACOS) which sought to restructure social studies instruction by emphasising social science empiricism. The purpose of this historical analysis was to explore the curricular, ideological and financial obstacles that contributed to the eventual demise of the MACOS project. The author proposes that federally funded MACOS challenged the "history-as-national-progress" paradigm of the early to mid-twentieth century. This precipitated an ideological "conflict" that called into question the nature and purpose of social studies education. The study of MACOS's demise provides an insightful lesson on how the reception of curriculum innovation is subject to changing sociopolitical ideologies and the practicalities of instructional implementation. (Contains 83 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10