Values expressed in American children's readers. 1800-1950.

Autor/inn/en	DeCharms, Richard; Moeller, Gerald H.
Titel	Values expressed in American children's readers. 1800-1950.
Quelle	Aus: Provenzo, Eugene F. (Hrsg.): The textbook as discourse. New York: Routledge (2011) S. 23-35 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 34-35
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-203-83602-6; 978-0-415-88646-8
DOI	10.4324/9780203836026
Schlagwörter	Lesebuch; Geschichte (Histor); Wert; USA
Abstract	In this content analysis of American children's readers from 1800 to 1950, Decharms and Moeller plot the incidence of achievement and affiliation imagery and moral teaching against data on patent issues per population to investigate psychological variables associated with cultural trends in the nation as a whole. They use children's readers because these texts are written to transmit cultural values, arguing that their widespread use is a clear indication of their general acceptance in the Society. They hypothesize, based on the work of various social psychologists, that the United States has seen a shift from Weber's Protestant ethic to Whytes' social ethic, that is, that the individual has gone from thinking that salvation comes through thrift, hard work, and competition to seeing the group as a source of creativity, where "belongingness" is the ultimate goal. To use Riesman's terminology, they believe the trend is from "inner-direction" to "other-direction." They note an increase in achievement imagery from 1800 to 1900, followed by a steady decline in the following 50 years. This tendency is very similar to the data on moral teaching, but no consistent trend was discerned for the affiliation imagery.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2011/3