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Taking Sides: Clashing Views on Educational Issues, Expanded

by: Noll, James Wm

ISBN: 9780073397177 | 0073397172

Edition: 14th
Format: Paperback
Publisher: McGraw-Hill/Dushkin
Pub. Date: 4/27/2007

Newer Edition Available

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Summary Table of Contents

This EXPANDED Fourteenth Edition of TAKING SIDES: EDUCATIONAL ISSUES presents two additional current controversial issues in a debate-style format designed to stimulate student interest and develop critical thinking skills. Each issue is thoughtfully framed with an issue summary, an issue introduction, and a postscript. An instructor' s manual with testing material is available for each volume. USING TAKING SIDES IN THE CLASSROOM is also an excellent instructor resource with practical suggestions on incorporating this effective approach in the ... MORE

Preliminary Contents Unit 1 Basic Theoretical Issues 35715 Issue 1. Should Schooling Be Based on Social Experiences? Yes: 3343 John Dewey, from "Experience and Education", Macmillan (1938) No: 3344 Robert M. Hutchins, from "The Conflict in Education in a Democratic Society", Harper & Row (1953) Philosopher John Dewey suggests a reconsideration of traditional approaches to schooling, giving fuller attention to the social development of the learner and the quality of his or her total experience. Robert M. Hutchins, noted educator and one-time cha... MOREncellor of the University of Chicago, argues for a liberal arts education geared to thedevelopment of intellectual powers. 35716 Issue 2. Should the Curriculum Be Standardized for All? Yes: 3357 Mortimer J. Adler, from "The Paideia Proposal: Rediscovering the Essence of Education," American School Board Journal (July 1982) No: 3346 John Holt, from "Escape from Childhood," E. P. Dutton (1974) Philosopher Mortimer J. Adler contends that democracy is best served by a public school system that establishes uniform curricularobjectives for all students. Educator John Holt argues that an imposed curriculum damages the individual and usurps a basic human right to select one''s own path ofdevelopment. 35717 Issue 3. Should Behaviorism Shape Educational Practices? Yes: 3350 B. F. Skinner, from "Beyond Freedom and Dignity," (Alfred A. Knopf 1971) No: 3351 Carl R. Rogers, from "Freedom to Learn for the Eighties (Merrill 1983) B. F. Skinner, an influential proponent of behaviorism and professor of psychology, critiques the concept of "inner freedom" and linkslearning and motivation to the influence of external forces. Professor of psychology and psychiatry Carl R. Rogers offers the "humanistic" alternative to behaviorism, insisting on the reality ofsubjective forces in human motivation. 41827 Issue 4. Is Constructivism the Best Philosophy of Education? Yes: 41818 David Elkind, from "The Problem with Constructivism," The Educational Forum (Summer 2004) No: 41819 Jamin Carson, from "Objectivism and Education: A Response to David Elkind''s ''The Problem with Constructivism''," The Educational Forum (vol. 69, Spring 2005) Child development professor David Elkind contends that the philosophical positions found in constructivism, though often difficult to apply, are necessary elements in a meaningful reform of educational practices. Jamin Carson, an assistant professor of education and former high school teacher, offers a close critique of constructivism and argues that the philosophy of objectivism is a more realistic and usable basis for the process of education. Unit 2 Current Fundamental Issues 39542 Issue 5. Can the Public Schools Produce Good Citizens? Yes: 39538 from "Crafting Good Citizens," Education Next (Spring 2004) No: 39539 Chester E. Finn, Jr., from "Faulty Engineering," Education Next (Spring 2004) Princeton politics professor Stephen Macedo expresses confidence in the public schools' ability to teach students to become active participants in our democracy, suggesting that naysayers may wish to undermine all public institutions. Thomas B. Fordham Foundation president Chester E. Finn, Jr., contends that the diversity of the American population makes the public schools ill-equipped to produce the engaged citizens our democracy requires. 39543 Issue 6. Has Resegregation Diminished the Impact of Brown? Yes: 39540 Gary Orfield, Erica D. Frankenberg, and Chungmei Lee, from "The Resurgence of School Segregation," Educational Leadership (December 2002/January 2003) No: 39541 Juan Williams, from "The Ruling That Changed America," American School Board Journal (April 2004) Harvard professor Gary Orfield and his research associates present evidence that school resegregation has been increasing almost everywhere in recent years, placing a cloud over the fiftieth anniversary celebration of the Brown decision. Journalist and commentator Juan Williams, while recognizing the slow pace and backward steps involved in school desegregation, argues that the social and cultural changes inaugurated by Brown mark it as a monumental ruling. 35727 Issue 7. Have Public Schools Adequately Accommodated Religion? Yes: 25948 Edd Doerr, from "Religion and Public Education," Phi Delta Kappan (November 1998) No: 25949 Warren A. Nord, from "The Relevance of Religion to the Curriculum," The School Administrator (January 1999) Edd Doerr, executive director of Americans for Religious Liberty, asserts that a fair balance between free exercise rights and theobligation of neutrality has been achieved in the public schools. Warren A. Nord, a professor of the philosophy of religion, contends that the schools are still too secular and that a place in thecurriculum must be found for religion. 35722 Issue 8. Can Federal Initiatives Rescue Failing Schools? Yes: 31470 Andrew Rotherham, from "A New Partnership," Education Next (Spring 2002) No: 37058 Peter Schrag, from "Bush''s Education Fraud," The American Prospect (February 2004) Education policy expert Andrew Rotherham argues that new federally imposed accountability standards will enhance opportunity and overhaulfailing schools. Education writer-editor Peter Schrag finds the Bush Administration''s No Child Left Behind act to be confusing, underfunded, and ultimately self-defeating. 41828 Issue 9. Do High-Stakes Assessments Improve Learning? Yes: 25945 Nina Hurwitz and Sol Hurwitz, from "Tests That Count," American School Board Journal (January 2000) No: 38045 Ken Jones, from "A Balanced School Accountability Model: An Alternative to High-Stakes Testing," Phi Delta Kappan (April 2004) High school teacher Nina Hurwitz and education consultant Sol Hurwitz assemble evidence from states that are leading the movement to sethigh standards of educational performance and cautiously conclude that it could stimulate long-overdue renewal. Teacher education director Ken Jones believes that much more than test scores must be used to develop an approach to school accountability that effectively blends federal, state, and local agencies and powers. 41829 Issue 10. Should "Public Schooling" Be Redefined? Yes: 41820 Frederick M. Hess, from "What is a ''Public School''? Principles for A New Century," Phi Delta Kappan (February 2004)<

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