Academic Studies, Science, and Democracy: Conceptions of Subject Matter from Harris to Thorndike

Autor/in	Watras, Joseph
Titel	Academic Studies, Science, and Democracy: Conceptions of Subject Matter from Harris to Thorndike
Quelle	In: Philosophical Studies in Education, 40 (2009), S.113-124 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Stellungnahme; Educational Research; Democracy; Educational History; School Administration; Educational Philosophy; Gender Bias; Models + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Demokratie; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Geschlechterstereotyp; Analogiemodell
Abstract	When Ellen Condliffe Lagemann described what she called the troubling history of education research, she claimed that, in the early years of the twentieth century, Edward Lee Thorndike's narrow model of science replaced John Dewey's more open ideas. According to Lagemann, sexism was an important reason for Thorndike's triumph. In describing the changes that took place in educational research, Lagemann devoted her attention to the difficulties caused by women's presence in the teaching force. Other writers pointed to questions about the nature of expertise that contributed to the rise of authoritarian models of school administration. For example, Robert Welker argued that serious problems arose when people thought experts should offer technological information without any value judgments. In his book, Welker discussed how several different educators sought to include morality within their visions of the work teachers performed. This paper differs from the works of Lagemann and Welker. Instead of looking at problems in educational research or considering the nature of expertise, the author examines the ways three leading intellectuals, William Torrey Harris, John Dewey, and Edward Lee Thorndike, thought about the subject matters of schools. The author aims to show that Dewey broke with Harris's idealistic view of human knowledge and made Thorndike's ideas seem reasonable. Such an argument fits the chronological pattern of their published works. (Contains 31 notes.) (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://www.ovpes.org/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10