Jean G. Eisele
B EDUC 315
A historical survey of education. Emphasis on relationship between idea and practice. Topics include education and colonialism, formation of state school systems, progressive education, policy and practice, equal access and opportunity, education and social structure, and standards and reform.
The spring course on the history of American schooling will be “revolutionary” in itself. Rather than following chronological sequence, we’ll explore history in REVERSE chronological order, much as a mystery searching for clues to explain what has just happened. Beginning with the present state of American schools, we’ll examine those events/policies/attitudes that today’s schools are representing. Then ask, “How did these schools come to be?” And we’ll explore the previous era for evolving trends. Each era is representative of its time. Educational decisions are based on current events, current philosophy, trends, and what appears to be the students’ futures. Going back one era at a time, eventually we’ll trace these theories/trends/philosophies back through time to Colonial Days, where American schooling all began. This course is not for the faint of heart. While I’ve taught history courses before, I’ve never begun at the end and ended up at the beginning. It may work. Or we may discover why history courses never run this way. If you’re up for a mystery adventure backwards through time, I’ll see you at 1:30 on April 2nd in LB1-203.
Student learning goals
By the end of this course, you should: Be familiar with the overview of the history of American schooling from the colonial Era through the present,
Be able to articulate how the ideas of education have translated into practice across time, and
Be able to articulate how ideas about diversity and pluralism have impacted the practice of American schooling.
General method of instruction
Readings, class discussion, videos, student presentations, ongoing timeline development
Class assignments and grading