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Essay / Research Paper Abstract
A 3 page paper which examines Herbert M. Kliebard’s “The Struggle for the American Curriculum 1893-1958” as it involves humanism, developmentalism , social efficiency, and social meliorism. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: JR7_RAkleib.rtf
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Unformatted sample text from the term paper:
heart of Americas educational system in the nineteenth century was the teacher. It was the teacher, ill trained, harassed and underpaid, often immature, who was expected to embody the standard
virtues and community values and, at the same time, to mete out stern discipline to the unruly and dull-witted" (Kleibard 1). This presented the nation with a very intricately stressful
reality. The teachers were not necessarily qualified and the education system of the nation was still being tested. Kliebard focuses on how the education system tried several different approaches. They
involved humanism, developmentalism , social efficiency, and social meliorism. The following paper examines these methods of approach as presentedc by Kliebard. Kliebard One author mirrors much of what
Kliebard has argued, stating that "The curriculum is a battleground in education...Business groups, radical reformers, religious organizations, left-wing...right-wing, and many other groups want the public schools to teach subjects and
direct programs to serve their interests" (Models of Teaching: Politics of Education). Throughout the 1900s, and in present times, "the curriculum has varied for political, economic and social motivations" (Models
of Teaching: Politics of Education). This leads us to "The Struggle for the American Curriculum, 1893-1958" where "Herbert M. Kliebard identifies four types of curricula that have vied for dominance
in American schools" (Models of Teaching: Politics of Education). The first is "Social Efficiency curriculum" which is essentially a method that "is backed by those who primarily want schools to
serve the needs of the economy. It is designed to prepare students for the work force" (Models of Teaching: Politics of Education). Kliebard illustrates how this particular method does not
take the students needs into consideration for the purpose of schools and education is to merely ensure that the future workers of the nation are taught for their particular positions.
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