The writings of Lester Frank Ward (1841-1913) on education over the last two decades of the 19th century were almost lost until they were brought to the attention of John Dewey (1859-1952). Ward had prophesied that the 20th century would require three universal curriculums to meet the American democratic prospect. Ward acknowledged that nobody…

This chapter aims to situate cultural and moral dimensions of Norwegian educational leadership within the broader social and political environment and in relation to political-ideological transformations that have taken place during the last 70 years. The analysis draws on historical and contemporary research on education policy and leadership. I…

The article provides a century-long sociocultural history as it relates to curriculum and educational leadership. Not every historical dialogue between the two fields has been productive: that is, in addition to holding this complicated conversation, there needs to be a focus on the meanings of the public good inside national contexts, in our…

Cheryl Ferreira vigorously pursues the Montessori principles that are implicit for preparing a classroom where "children find all that is needed to work at self-formation and to maximize their inner potential." The Montessori philosophy is precisely conveyed as Cheryl Ferreira details the specific elements and principles, both physical…

The federal government's role in PreK-12 education has long been contentious and continues to evolve. Many have written about education governance, but few have attempted to define an appropriate role for the federal government. That is the core purpose of this essay. The authors articulate a set of principles to guide the federal role in…

Liberal education has long been a fascination for scholars and educators. At one time largely the concern of colleges and universities, over the years it has become central to the discussion of general education in both schools and colleges. Yet it has not been without its critics even from within. In asking what it means to be an educated person…

This article argues that public education needs to be reclaimed to fulfill its role as a "democratising force" to address social and economic inequality and to respect and recognise diversity and difference. By analysing historical developments in federal policy, funding and economic contexts a case is developed to demonstrate that the…

The author provides notes on the historical context and membership of the consultative committees chaired by Sir W. H. Hadow, summarises each of the six reports produced between 1923 and 1933, and assesses the extent to which they informed the development of education in England, noting that the Plowden Committee felt compelled to reiterate many…

The Democritean pedagogic credo says that: (1) man can be changed and shaped through education; (2) education should function in correspondence with the theoretical and practical needs of man; (3) education has a strong ethical and ascetic character; and (4) difficulty must be accepted as a unique means of education. (RM)

The 1889 Boston Conference in the Interest of Physical Training was the first time the new profession of physical education received national attention. It was the first effort to clarify the various physical training and physical education ideologies in the U.S., several of which are outlined in this article. (IAH)

Two major themes are discussed: the general philosophy of Dewey and specific applications of his philosophy, especially to questions of democracy and education. (RM)

The relationship between elementary and secondary education and the public library throughout the nation's history are reviewed through educational historians' writings. It is noted that libraries, like schools, were not above political, class, religious, and cultural conflicts. (Author/MBR)

Discusses the influence Herbert Baxter Adams and the American Historical Association had on the development of the social studies curriculum. Focuses upon the ideological struggles within the discipline of history in order to understand the nature of the ideas from which the dominant trends in the social studies have developed. (KO)

Presents an allegorical and humorous story about the development of teaching methods (traditional and discovery) in Paleolithic culture. (SR)

Examines Maria Montessori's views on coordinating medical practice and educational theory and her spiritual convictions. Maintains that her rigorous scientific orientation is coupled with clear exhortations for the spiritual development of teachers so that they could see the spiritual "epiphany" in each child. (Author/KB)