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Conflict and Resolution
(Englisch)
Progressive Educators and the Question of Religion (Hc)
Stallones, Jared

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A volume in Studies in the History of EducationnSeries Editor: Karen L. Riley, Auburn University at MontgomerynConflict and Resolution: Progressive Educators and the Question of Religion investigatesnthe impact of religion in shaping the progressive education movement. Historians of progressivismnhave described the progressive movement as a secularized version of fundamentally religiousnimpulses, a kind of 'secularized evangelicalism.' Many progressive political and socialnreformers were subject to powerful religious influences, but were unable to adhere to the theologicalntenets held by their parents or grandparents. Instead, they secularized their religiousnimpulses and devoted themselves to social and political reform. Conflict and Resolution extendsnthis analysis to progressive educators through biographical sketches of five leaders in the progressiveneducation movement and an examination of the role of religion in their work.nThis investigation models three distinct ways in which progressive educators mediated their youthful religious experiences andntheir adult lives and careers. Schoolmasters Jerry Voorhis of California and Felix Adler of New York City were Integrators, those whonactively incorporated firmly held religious beliefs into their educational thought and practice. Educational philosophers William HeardnKilpatrick and John Lawrence Childs were Deniers, those who rejected religious experience in their educational pursuits, but not necessarilynin their personal lives. Finally, preeminent progressive educator John Dewey was a Reinterpreter, one who recast religious conceptsnand terminology to fit his newly emerging educational approaches. The religious experiences of each of these men left their marknon the progressive education movement.nThe richly textured biographical sketches found in Conflict and Resolution: ProgressivenEducators and the Question of Religion portray the interior lives of these figures andnexplain how their religious experiences impacted their work. The book will be of interest toneducational historians, biographers, and others interested in the development of Americanneducation whether they come from a religious or secular mindset.



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