By Roger J.R. Levesque
This venture is an try to comprehend what sort of atmosphere modern day kids desire and what lecturers, mom and dad, and groups can do to deal with these wishes. additional it examines how children and their environments can top be supported to impact the results and beliefs our society can provide yet doesn't consistently carry. during this it isn't yet one more assault on already maligned colleges that produce striking results regardless of their restricted assets, elevated duties, and the sustained barrage of assaults from competing curiosity teams.
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Extra info for Dan gerous Adolescents, Model Adolescents: Shaping the Role and Promise of Education
Concern also was placed on dramatic increases in immigrants from Europe who brought with them languages, religions, political heritages, and cultures different from the Anglo-Protestant Americans who had preceded them (Hofstadter, 1955). These differences helped solidify the 28 CHAPTER 2 image of middle-class life, even though it is unclear that even the middleclass lived up to its own image. The image of middle-class life gains particular significance in that it guided responses to societal changes, massive immigration and growing industrialization and urbanization.
Free and compulsory universal education necessarily meant higher taxes. Common schooling also meant a move away form local autonomy over educational mandates, a move away from the traditional belief that strong communities of concerned adults would find the appropriate means to perpetuate society’s values and to produce citizens of faith and virtue. Likewise, the founders’ federal conservatism recognized that, although knowledge was the best guardian of liberty, education did not belong in federal hands but instead in those of states (Pulliam & Van Patten, 1999).
Schools existed for the public; schools were an instrument of government policy that could be used to control and solve economic, social, and political concerns. THE PROGRESSIVE PERIOD With compulsory education instituted in a society-wide basis and provided at state expense, educational issues regarding the states’ roles in schooling took a different turn. Concern no longer centered on whether state governments should control education. Instead, concern centered on matters involving the control over the type of education that should take place in public schools and who should control the education that takes place within schools: federal bureaucracies, state governments, local community leaders, businesses, professional elites, teachers, parents, religious organizations, or students themselves.