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Education > History of Education

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The Daily Practice of Compassion Cover

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The Daily Practice of Compassion

A History of the University of New Mexico School of Medicine, Its People, and Its Mission, 1964-2014

Dora Calott Wang

Published in honor of the fiftieth anniversary of the founding of the University of New Mexico School of Medicine, this book provides more than an institutional history. Rich with anecdotes and personality, Dora Calott Wang’s account is a must-read for anyone curious about health care in New Mexico.

Celebrated for its innovations in medical curricula, UNM’s medical school began as an audacious experiment by pioneering educators who were determined to create a great medical school in a state beset by endemic poverty and daunting geographic barriers. Wang traces the enactment of the school’s mission to provide medical education for New Mexicans and to help alleviate the severe shortage of medical care throughout the state. The Daily Practice of Compassion offers a primer for policy makers in medical education and health-care delivery throughout the country.

Dirty Words Cover

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Dirty Words

The Rhetoric of Public Sex Education, 1870-1924

Robin E. Jensen

Dirty Words: The Rhetoric of Public Sex Education, 1870-1924, details the approaches and outcomes of sex-education initiatives in the Progressive Era. In analyzing the rhetorical strategies of sex-education advocates, Robin E. Jensen engages with rich sources such as lectures, books, movies, and posters that were often shaped by female health advocates and instructors. Her narrative demonstrates how women were both leaders and innovators in early U.S. sex-education movements, striving to provide education to underserved populations of women, minorities, and the working class. Investigating the communicative and rhetorical practices surrounding the emergence of public sex education in the United States, Jensen shows how women in particular struggled for a platform to create and circulate arguments concerning this controversial issue.

Educating the Whole Child for the Whole World Cover

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Educating the Whole Child for the Whole World

The Ross School Model and Education for the Global Era

Marcelo Suarez-Orozco, Carolyn Sattin-Bajaj, 0

“When I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere.”

Education and Democracy Cover

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Education and Democracy

The Meaning of Alexander Meiklejohn, 1872–1964

Adam R. Nelson

"Intellectual biography at its best. Nelson has presented us with the whole Meiklejohn, warts and all." —E. David Cronon, coauthor of The University of Wisconsin: A History -------------------------------------------------------------------------------- This is the definitive biography of Alexander Meiklejohn, one of the most important and controversial educators and civil libertarians of the twentieth century. A charismatic teacher and philosopher with extrordinarily high expectations for democratic self-government in the United States, Meiklejohn was both beloved and reviled during his long life. Brilliant and dedicated, he could also be stubborn and arrogant, and his passion for his own ideals led to frequent clashes with prominent and powerful critics. The son of reform-minded, working-class immigrants from Scotland, Meiklejohn rejected the spiritually agnostic and politically instrumentalist philosophies of his Progressive-Era contemporaries, many of whom, he argued, simply took democracy for granted. As dean of Brown University at the outset of the twentieth century, he lamented the disintegration of the old classical curriculum and questioned the rising influence of amoral science in modern higher education. He served as president of Amherst College during the culturally turbulent years of World War I, a director of the famous Experimental College at the University of Wisconsin during the late 1920s and early 1930s, and as a delegate to UNESCO after World War II. An outspoken defender of the First Amendment during the McCarthy era, he was honored with the Presidential Medal of Freedom in 1963. "Alexander Meiklejohn was a self-proclaimed idealist living in an increasingly pragmatic age, and his central question remains essential today: How can education teach citizens to be free?" "A splendid piece of work. It is a fascinating character study of an extraordinary figure in American intellectual and educational history. Nelson presents a very balanced portrait of the man, his strengths and weaknesses."—Charles W. Anderson, author of Prescribing the Life of the Mind Adam R. Nelson is assistant professor of history at Texas A&M University. Previously a lecturer on history and literature at Harvard University, he is currently working on a history of internationalism in American higher education.

Education and the Culture of Print in Modern America Cover

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Education and the Culture of Print in Modern America

Adam R. Nelson

Vividly revealing the multiple layers on which print has been produced, consumed, regulated, and contested for the purpose of education since the mid-nineteenth century, the historical case studies in Education and the Culture of Print in Modern America deploy a view of education that extends far beyond the confines of traditional classrooms. The nine essays examine “how print educates” in settings as diverse as depression-era work camps, religious training, and broadcast television—all the while revealing the enduring tensions that exist among the controlling interests of print producers and consumers. This volume exposes what counts as education in American society and the many contexts in which education and print intersect.
    Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.

Education beyond the Mesas Cover

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Education beyond the Mesas

Hopi Students at Sherman Institute, 1902-1929

Matthew Sakiestewa Gilbert

Education beyond the Mesas is the fascinating story of how generations of Hopi schoolchildren from northeastern Arizona “turned the power” by using compulsory federal education to affirm their way of life and better their community. Sherman Institute in Riverside, California, one of the largest off-reservation boarding schools in the United States, followed other federally funded boarding schools of the late nineteenth and early twentieth centuries in promoting the assimilation of indigenous people into mainstream America. Many Hopi schoolchildren, deeply conversant in Hopi values and traditional education before being sent to Sherman Institute, resisted this program of acculturation. Immersed in learning about another world, generations of Hopi children drew on their culture to skillfully navigate a system designed to change them irrevocably. In fact, not only did the Hopi children strengthen their commitment to their families and communities while away in the “land of oranges,” they used their new skills, fluency in English, and knowledge of politics and economics to help their people when they eventually returned home. Matthew Sakiestewa Gilbert draws on interviews, archival records, and his own experiences growing up in the Hopi community to offer a powerful account of a quiet, enduring triumph.

Education Reform in Florida Cover

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Education Reform in Florida

Diversity and Equity in Public Policy

In Education Reform in Florida, sociologists and historians evaluate Governor Jeb Bush’s nation-leading school reform policies since 1999. They examine the startlingly broad range of education policy changes enacted in Florida during Bush’s first term, including moves toward privatization with a voucher system, more government control of public education institutions with centralized accountability mechanisms, and a “superboard” for all public education. The contributors arrive at a mixed conclusion regarding Bush’s first-term education policies: while he deserves credit for holding students to higher standards, his policies have, unfortunately, pushed for equality in a very narrow way. The contributors remain skeptical about seeing significant and sweeping improvement in how well Florida schools work for all students.

An Educational Pilgrimage to the United States. Un pèlerinage psycho-pédagogique aux États-Unis. Cover

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An Educational Pilgrimage to the United States. Un pèlerinage psycho-pédagogique aux États-Unis.

Travel Diary of Raymond Buyse, 1922. Carnet de voyage de Raymond Buyse, 1922.

Marc Depaepe ; Lieven D'hulst

In 1922, a young Belgian ‘pedologist' named Raymond Buyse accompanied the famous Dr. Ovide Decroly on a study tour of the United States of America. They met with well-known American professors to learn more about the ‘scientific' study of the child and especially about applied American psychology. Buyse noted his impressions of the trip in a diary. These are scribbles, sometimes difficult to decipher, written on loose sheets, held together by a ring binder. They reflect the culture shock experienced by Buyse in confronting this dazzling nation. The young scholar writes in a lively style and with humour about his meetings with the ‘great' psychologists and educationalists of that time, visualizing his impressions of the land and the people with little drawings in the text. Here the record of this fascinating scholarly and cultural encounter is published for the first time, both in the original French with an English translation. In their exhaustive introduction Marc Depaepe and Lieven D'hulst explain the historical context of this both personal and intellectual journey to the present-day reader.

Engineering Agriculture at Texas A&M Cover

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Engineering Agriculture at Texas A&M

The First Hundred Years

Henry C. Dethloff

The abundance of agricultural production enjoyed in the United States is the result of a federal-state partnership that relies on land grant universities to respond to the needs of society through research, invention, problem-solving, outreach, and applied science and engineering.

The Biological and Agricultural Engineering Department at Texas A&M University, established in 1915, has been an important part of that effort. Over the hundred years of its existence, it has successfully tackled the challenges of mechanization, electrification, irrigation, harvest, transport, and more to the benefit of agriculture in Texas, the United States, and the world.

In this book, historian Henry Dethloff and current department chair Stephen Searcy explore the history of the department—its people, its activity, its growth—and project the department’s future for its second century, when its primary task will be to sustainably help meet the needs of a predicted 9.6 billion Earth residents and to recognize that societal food concerns are focused more and more on sustainable production and human health.

The Enlightenment in Practice Cover

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The Enlightenment in Practice

Academic Prize Contests and Intellectual Culture in France, 1670–1794

by Jeremy L. Caradonna

Public academic prize contests-the concours académique-played a significant role in the intellectual life of Enlightenment France, with aspirants formulating positions on such matters as slavery, poverty, the education of women, tax reform, and urban renewal and submitting the resulting essays for scrutiny by panels of judges. In The Enlightenment in Practice, Jeremy L. Caradonna draws on archives both in Paris and the provinces to show that thousands of individuals-ranging from elite men and women of letters artisans, and peasants-participated in these intellectual competitions, a far broader range of people than has been previously assumed.

Caradonna contends that the Enlightenment in France can no longer be seen as a cultural movement restricted to a small coterie of philosophers or a limited number of printed texts. Moreover, Caradonna demonstrates that the French monarchy took academic competitions quite seriously, sponsoring numerous contests on such practical matters as deforestation, the quality of drinking water, and the nighttime illumination of cities. In some cases, the contests served as an early mechanism for technology transfer: the state used submissions to identify technical experts to whom it could turn for advice. Finally, the author shows how this unique intellectual exercise declined during the upheavals of the French Revolution, when voicing moderate public criticism became a rather dangerous act.

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