Because It's Good for You: An Argument for History of Education in Liberal Education

2014 ◽  
Vol 54 (1) ◽  
pp. 98-102 ◽  
Author(s):  
Karen Graves
Keyword(s):  
Secondary School ◽  
Liberal Education ◽  
History Of Education ◽  
The United States ◽  
University Of Illinois ◽  
First Semester ◽  
Social Foundations ◽  
History Of ◽  
The University ◽  
Educated Person

Whatever we determine a good education to be, and a well-educated person to be, our teachers should be that and no less—not because they are teachers but because they are persons.“This is what college is supposed to be like!” That is what I thought before I was too far along in my EPS 201 course, “Social Foundations of American Education,” at the University of Illinois. I was a transfer student, and it was my first semester at the university. The professor was Paul Violas and my teaching assistant (TA) was Steve Tozer; the course was a survey of the history of education in the United States. I recall one day we had a guest lecture by Professor James Anderson, who drew material from a new book he was working on. What we learned in EPS 201 was substantial. It was, far and away, the most meaningful course in my undergraduate education. It was, also, the most significant preparation I had as a secondary school mathematics teacher.

Libraries in Africa: Pioneers, Policies, Problems. By ANTHONY OLDEN. Lanham, MD., and London: Scarecrow Press, 1996 (UK agent: Shelwing Ltd., Folkestone). Pp. xx + 170. £35.65 (ISBN 0-8108-3093-0).

1997 ◽  
Vol 38 (1) ◽  
pp. 123-177
Author(s):  
A. D. ROBERTS
Keyword(s):  
United States ◽  
The United States ◽  
University Of Illinois ◽  
Carnegie Corporation ◽  
Library Research ◽  
History Of ◽  
English Speaking ◽  
Per Se ◽  
English Speaking World ◽  
The University

This expensive little book, originally a thesis for the University of Illinois, is an artless but sometimes perceptive account of certain library endeavours in British East and West Africa, based on archival and library research in Britain and the United States. It is not a history of libraries per se so much as a study of instances of external aid to the development of libraries beyond the sphere of teaching institutions. In the 1930s, one such source – as in so much of the English-speaking world – was the Carnegie Corporation. Grants to Kenya underpinned a system of circulating libraries, the depot for which was housed in the McMillan Memorial Library, Nairobi; membership was confined to whites until 1958. In Lagos, Alan Burns, as chief secretary, secured a grant to start an unsegregated but fee-charging library: in 1934 just 43 of its 481 members were African. The grant ended in 1935, but the library was still going forty years later.

History of Education in the United States

Education ◽  
2013 ◽  
Author(s):  
Christopher M. Span
Keyword(s):  
United States ◽  
Teacher Education ◽  
Professional Education ◽  
History Of Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Social Foundations ◽  
The Past ◽  
History Of

This annotated bibliography concentrates on the history of education in the United States. This history can be divided into two distinct areas: teacher training, and scholarship and research. Well before 1860, history of education, as a course of study, was associated with the professional education training of American teachers. To date, nearly all teacher education programs in the United States still incorporate the history of American education—even if only as part of a social foundations course—as a course requirement in its preservice teacher education programs. The assumption is that providing teachers with a general overview or survey of the most important developments in the history of education in the United States allows them to be self-reflective about the past and better understand the society in which they will teach. As a field of research, history of education has its earliest beginnings in the late 19th century, but by the mid-20th century it was a well-established field of study.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

History, Theory, and Education

2011 ◽  
Vol 51 (2) ◽  
pp. 218-228 ◽  
Author(s):  
John L. Rury
Keyword(s):  
United States ◽  
Social Theory ◽  
History Of Education ◽  
The United States ◽  
John Maynard Keynes ◽  
The World ◽  
History Of ◽  
Attention To Detail

The distinguished Africanist Robert Harms once observed that “we historians are a practical people who pride ourselves on our attention to facts and our painstaking attention to detail.” If this is the case in other parts of the world, it is certainly true of American historians, who have been periodically admonished for their disinterest in questions of theory and purpose related to their craft. In this issue we have an opportunity to discuss the question of theory as it may pertain to the history of education, with particular attention to the United States. Regardless of whether one believes that historians should be ardent students of social theory, after all, there is little question about whether they should be cognizant of it. Indeed, there is danger in ignoring it. Quoting John Maynard Keynes, Harms suggested that practical people who feel “exempt from any intellectual influences” run the risk of “becoming slaves to some defunct economist.”

Our Rightful Place

2020 ◽  
Author(s):  
Terry L. Birdwhistell ◽  
Deirdre A. Scaggs
Keyword(s):  
Women Students ◽  
The United States ◽  
University Of Kentucky ◽  
Campus Environment ◽  
Rightful Place ◽  
Women's Culture ◽  
History Of ◽  
The 1960S ◽  
The University ◽  
The Impact

Since women first entered the University of Kentucky (UK) in 1880 they have sought, demanded, and struggled for equality within the university. The period between 1880 and 1945 at UK witnessed women’s suffrage, two world wars, and an economic depression. It was during this time that women at UK worked to take their rightful place in the university’s life prior to the modern women’s movement of the 1960s and beyond. The history of women at UK is not about women triumphant, and it remains an untidy story. After pushing for admission into a male-centric campus environment, women created women’s spaces, women’s organizations, and a women’s culture often patterned on those of men. At times, it seemed that a goal was to create a woman’s college within the larger university. However, coeducation meant that women, by necessity, competed with men academically while still navigating the evolving social norms of relationships between the sexes. Both of those paths created opportunities, challenges, and problems for women students and faculty. By taking a more women-centric view of the campus, this study shows more clearly the impact that women had over time on the culture and environment. It also allows a comparison, and perhaps a contrast, of the experiences of UK women with other public universities across the United States.

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