I hate to be the voice of bad news, but the U.S. must face a CRISIS IN EDUCATION!
But I must also add, all of this is from 1958—a series in LIFE magazine in fact.
How on earth did we all survive?
With Professors, We Need You!, Nicholas Kristof makes a case for professors as public intellectuals:
Professors today have a growing number of tools available to educate the public, from online courses to blogs to social media. Yet academics have been slow to cast pearls through Twitter and Facebook. Likewise, it was TED Talks by nonscholars that made lectures fun to watch (but I owe a shout-out to the Teaching Company’s lectures, which have enlivened our family’s car rides).
I write this in sorrow, for I considered an academic career and deeply admire the wisdom found on university campuses. So, professors, don’t cloister yourselves like medieval monks — we need you!
While Kristof’s plea stumbles in many places (for example, left-leaning academics appear to be discounted out of hand, suggesting that society can somehow be changed only by academics who hold ideologies similar to that public), Daniel Willingham’s follow up presents a strong case as well, notably targeting the role of professors as public intellectuals in the education debate: Συνέχεια
The financial crisis, which has turned into a crisis of sovereign debts, imposes new modes of governmentality and new figures of the subject both on the side of the governing (‘technical government’) and on that of the governed (the indebted who expiates his own guilt through tax). The novelties of the figures of these subjects are a manifestation of the true nature of governmental techniques and the relation liberalism establishes with capital, one that is better and deeper than previously identified in the period of the birth of neoliberalism. Συνέχεια
The context of economic crisis and rising fascism cast a long, and fatal, shadow over Walter Benjamin’s world. This shadow strangely prefigures contemporary problems, with the economy once more in crisis and the far right on the rise. In the fourth of his eight-part series, Andrew Robinson discusses Benjamin’s analyses of the effects of economic crisis on everyday life in Germany, and his account of fascism as the ‘aestheticisation of politics’.
Precarity and Crisis in One Way Street
The collection of fragments titled ‘One-Way Street’ is an extended discussion of precarity and crisis in interwar Germany. Benjamin sees Germany – then in the midst of the Weimar period, before the Nazis took power – as caught up in a kind of regressive collectivism born of capitalism. The more people are driven by narrow private interests in their actions, the more they are determined by mass instincts. Συνέχεια
Basic Principles of Curriculum and Instruction
reviewed by James C. Jupp — February 07, 2014
Ralph Tyler’s Basic Principles of Curriculum and Instruction (BPoCI) represented the perfect ideological tonic for culminating the historical epoch of curriculum theorizing between 1892 and 1958. Emphasizing the professional bureaucratization of its epoch, Tyler’s BPoCI and the Tyler rationale provided (and continue to provide) the hegemonic logic in curriculum design and development that you can simply not not want in the historical present.
During an epoch of professional bureaucratization, Tyler’s BPoCI “put the capstone on one epoch of curriculum inquiry” (Goodlad in Kliebard, 1971, p. 272). Emphasizing this epoch, the professional bureaucratization of curriculum theorizing accompanied the rise of graded public schools. Important in this discussion is the recognition that graded public schools, as they exist today, did not exist in the same form in 1900. For example, in 1900 only ten percent of school-aged children even attended secondary schools let alone graduated with diplomas, and as late as 1940, fewer than thirty percent of white children and fewer than ten percent of children of color finished high school (National Center for Educational Statistics, 1993). In this epoch of professional-bureaucratic transformation, the political battles over the organization of public schools and school curriculum represented an endless multitude of minute municipal, county, and state level skirmishes among conflicting interests and “stakeholders” along with state and local political machinery. Only in the context of state and local political machinery of the late 1800s and early 1900s—including corruption, nepotism, graft, and fraud (Duffy & Price, 2009; Tyack, 1974)—could rationalistic professional-bureaucratic titles like “curriculum specialist” even become comprehensible “needs.” Despite the accuracy of revisionist historians’ critiques of this epoch (Callahan, 1962, Kliebard, 1971; Spring, 2000; Tyack 1974), it behooves us to recall one aspect of the professional-bureaucratic transformation felicitously taken-for-granted in revisionists’ critiques: the epoch of professional bureaucratization represented a bold experiment in public investment. Συνέχεια
In 1955, Walter Reuther, head of the US car workers’ union, told of a visit to a new automatically operated Ford plant. Pointing to all the robots, his host asked: “How are you going to collect union dues from those guys?” Mr Reuther replied: “And how are you going to get them to buy Fords?” Automation is not new. Neither is the debate about its effects. How far, then, does what Erik Brynjolfsson and Andrew McAfee call The Second Machine Age alter the questions or the answers? Συνέχεια
If progressive education doesn’t lend itself to a single fixed definition, that seems fitting in light of its reputation for resisting conformity and standardization. Any two educators who describe themselves as sympathetic to this tradition may well see it differently, or at least disagree about which features are the most important.
Talk to enough progressive educators, in fact, and you’ll begin to notice certain paradoxes: Some people focus on the unique needs of individual students, while others invoke the importance of a community of learners; some describe learning as a process, more journey than destination, while others believe that tasks should result in authentic products that can be shared. Συνέχεια
Agamben, Giorgio et al. I Situazionisti. La Talpa di Biblioteca 1. Rome: Manifesto Libri, 1991.
Andreotti, Libero and Xavier Costa, eds. Situationists: Art, Politics, Urbanism. Barcelona: ACTAR, 1996.
—. Theory of the Dérive and other Situationist Writings on the City. Barcelona: ACTAR, 1996.
Apostolidès, Jean-Marie. «Du Surréalisme à l’Internationale Situationniste: la question de Συνέχεια