Rekonstruktion des Gemeinwohls in der Bildung: Umgang mit hartnäckigem amerikanischem D
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Rekonstruktion des Gemeinwohls in der Bildung: Umgang mit hartnäckigem amerikanischem D
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Artikelmerkmale
- Artikelzustand
- Book Title
- Reconstructing the Common Good in Education: Coping with Intracta
- Narrative Type
- Nonfiction
- Intended Audience
- Adult
- Inscribed
- NO
- ISBN
- 9780804738637
Über dieses Produkt
Product Identifiers
Publisher
Stanford University Press
ISBN-10
0804738637
ISBN-13
9780804738637
eBay Product ID (ePID)
1711670
Product Key Features
Number of Pages
304 Pages
Language
English
Publication Name
Reconstructing the Common Good in Education : Coping with Intractable American Dilemmas
Publication Year
2000
Subject
Educational Policy & Reform / General, General, Philosophy, Theory & Social Aspects
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
23.5 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
00-027258
Reviews
". . . . This book does something that is unique in our headlong rush to change, reform, punish, or criticize education. Its thoughtful essays pause and reflect on what public education means in America. . . . [ Reconstructing the Common Good in Education ] is relevant for both historians and those in education policy. . . .[It] provides useful ideas and material for both."— American Studies International, "Every library with serious contemporary affairs or education collections will want this intelligent book."-C. A. Cunningham, University of Chicago, ". . . . This book does something that is unique in our headlong rush to change, reform, punish, or criticize education. Its thoughtful essays pause and reflect on what public education means in America. . . . [Reconstructing the Common Good in Education] is relevant for both historians and those in education policy. . . .[It] provides useful ideas and material for both."-American Studies International, ". . . . This book does something that is unique in our headlong rush to change, reform, punish, or criticize education. Its thoughtful essays pause and reflect on what public education means in America. . . . [ Reconstructing the Common Good in Education ] is relevant for both historians and those in education policy. . . .[It] provides useful ideas and material for both."- American Studies International, "Every library with serious contemporary affairs or education collections will want this intelligent book."--C. A. Cunningham, University of Chicago, ". . . . This book does something that is unique in our headlong rush to change, reform, punish, or criticize education. Its thoughtful essays pause and reflect on what public education means in America. . . . [ Reconstructing the Common Good in Education ] is relevant for both historians and those in education policy. . . .[It] provides useful ideas and material for both."-- American Studies International, "Every library with serious contemporary affairs or education collections will want this intelligent book."—C. A. Cunningham, University of Chicago
Dewey Edition
21
Illustrated
Yes
Dewey Decimal
370/.973
Synopsis
For almost two centuries, Americans expected that their public schools would cultivate the personal, moral, and social development of individual students, create citizens, and bind diverse groups into one nation. Since the 1980s, however, a new generation of school reformers has been intent on using schools to solve the nation's economic problems. An economic justification for public schools--equipping students with marketable skills to help the nation compete in a global, information-based workplace--overwhelmed other historically accepted purposes for tax-supported public schools. Private sector management has become the model for public school systems as schools and districts are "downsized," "restructured," and "outsourced." Recent reform proposals have called for government-funded vouchers to send children to private schools, the creation of self-governing charter schools, the contracting of schools to private entrepreneurs, and the partnerships with the business community in promoting new information technologies. But if there is a shared national purpose for education, should it be oriented only toward enhancing the country's economic success? Is everything public for sale? Are the interests of individuals or selected groups overwhelming the common good that the founders of tax-supported public schools so fervently sought? This volume explores the ongoing debates about what constitutes the common good in American public education, assessing the long-standing tensions between shared purposes and individual interests in schooling. It shows how recent school reform efforts, driven by economic concerns, have worsened the conflict between the legitimate interests of individuals and society as a whole, and demonstrates that reconstructing the common good envisioned by the founders of public education in the United States remains essential and unfinished work., For almost two centuries, Americans expected that their public schools would cultivate the personal, moral, and social development of individual students, create citizens, and bind diverse groups into one nation. Since the 1980s, however, a new generation of school reformers has been intent on using schools to solve the nation's economic problems. An economic justification for public schools-equipping students with marketable skills to help the nation compete in a global, information-based workplace-overwhelmed other historically accepted purposes for tax-supported public schools. Private sector management has become the model for public school systems as schools and districts are "downsized," "restructured," and "outsourced." Recent reform proposals have called for government-funded vouchers to send children to private schools, the creation of self-governing charter schools, the contracting of schools to private entrepreneurs, and the partnerships with the business community in promoting new information technologies. But if there is a shared national purpose for education, should it be oriented only toward enhancing the country's economic success? Is everything public for sale? Are the interests of individuals or selected groups overwhelming the common good that the founders of tax-supported public schools so fervently sought? This volume explores the ongoing debates about what constitutes the common good in American public education, assessing the long-standing tensions between shared purposes and individual interests in schooling. It shows how recent school reform efforts, driven by economic concerns, have worsened the conflict between the legitimate interests of individuals and society as a whole, and demonstrates that reconstructing the common good envisioned by the founders of public education in the United States remains essential and unfinished work., What constitutes the common good in American public education? This volume explores the ongoing debate between those who expect schools to cultivate citizens through personal, moral, and social development, as well as to bind diverse groups into one nation, and a new generation of school reformers intent on using schools to solve the nation's economic problems by equipping students with marketable skills.
LC Classification Number
LA212.R42 2000
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- c***a (1178)- Bewertung vom Käufer.Letzter MonatBestätigter KaufSolid eSeller from repeat eBuyer: very good condition used paperback shipped promptly. Thank you, MTW Youth !
- m***m (78)- Bewertung vom Käufer.Letzter MonatBestätigter KaufHave not read yet. But love all that he has written so far.
- a***r (5199)- Bewertung vom Käufer.Letzter MonatBestätigter KaufRefund
- 7***9 (225)- Bewertung vom Käufer.Letzter MonatBestätigter KaufHi, grateful to do business with you.