A dazzling intellectual treatise on the promise of American culture, education, and democracy by dynamic Renaissance man Leon Botstein, called "an intellectual Bo Jackson" by "The New York Times". Claiming America is stronger than ever, Botstein takes on the cultural pessimists he believes are harming our youth and damaging our democracy.

This manual follows the sequence of topics in the text, and contains clear, step-by-step instructions on how to use Microsoft(R) Excel(R) and popular Texas Instruments graphing calculators.

Perhaps no other historian has had a more profound and revolutionary impact on American education than Howard Zinn. This is the first book devoted to his views on education and its role in a democratic society. Howard Zinn on Democratic Education describes what is missing from school textbooks and in classrooms-and how we move beyond these deficiencies to improve student education. Critical skills of citizenship are insufficiently developed in schools, according to Zinn. Textbooks and curricula must be changed to transcend the recitation of received wisdom too common today in schools. In these respects, recent Bush Administration and educational policies of most previous US presidents have been on the wrong track in meeting educational needs. This book seeks to redefine national goals at a time when public debates over education have never been more polarised--nor higher in public visibility and contentious debate. Zinn's essays on education-many never before published--are framed in this book by a dialogue between Zinn and Donaldo Macedo, a distinguished critic of literacy and schooling, whose books with Paulo Freire, Noam Chomsky and other authors have received international acclaim.

"A challenge to narrow, profit-driven conceptions of school success and an argument for protecting public education to ensure that all students become competent citizens in a vibrant democracy MacArthur award-winning educator, reformer, and author Deborah Meier draws on her fifty-plus years of experience in education to argue that the purpose of universal education is to provide young people with an "apprenticeship for citizenship in a democracy." Through an intergenerational exchange with her former colleague and fellow educator Emily Gasoi, the coauthors share their experiences working in democratically governed schools and analyze the last several decades of education reform. Reflecting on the trajectory of education and social policies that are leading our country further from rule "of, for, and by the people," the authors apply their extensive knowledge and years of research to address the question of how public education must change in order to counter the erosion of democratic spirit and practice in schools and in the nation as a whole"--

In this provocative book, influential scholar E.D. Hirsch, Jr., addresses critical issues in contemporary education reform - over-testing, teacher blaming, preschool fadeout, and the persistence of achievement gaps over time. In each case, he shows how cherished truisms about education and child development have led to unintended and negative consequences. Drawing on recent findings in neuroscience and new data from France, he provides new evidence for the argument that a coherent, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds.

"Profound, vital and correct. Hirsch highlights the essence of our American being and the radical changes in education necessary to sustain that essence. Concerned citizens, teachers, and parents take note! We ignore this book at our peril."-- Joel Klein, former Chancellor of New York City Public Schools Now in paperback, the bestselling author of Cultural Literacy delivers a powerful manifesto on the failures of America's early education system and its impact on our current national malaise, advocating for a shared knowledge curriculum students everywhere can be taught--an educational foundation that can help improve and strengthen America's unity, identity, and democracy. In How to Educate a Citizen, E.D. Hirsch continues the conversation he began thirty years ago with his classic bestseller Cultural Literacy, urging America's public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been relying on "child-centered learning." History, geography, science, civics, and other essential knowledge have been dumbed down by vacuous learning "techniques" and "values-based" curricula; indoctrinated by graduate schools of education, administrators and educators have believed they are teaching reading and critical thinking skills. Yet these cannot be taught in the absence of strong content, Hirsch argues. The consequence is a loss of shared knowledge that would enable us to work together, understand one another, and make coherent, informed decisions. A broken approach to school not only leaves our children under-prepared and erodes the American dream but also loosens the spiritual bonds and unity that hold the nation together. Drawing on early schoolmasters and educational reformers such as Noah Webster and Horace Mann, Hirsch charts the rise and fall of the American early education system and provides a blueprint for closing the national gap in knowledge, communications, and allegiance. Critical and compelling, How to Educate a Citizen galvanizes our schools to equip children with the power of shared knowledge.

At each stage of their lives--from infant cribs to teen dropouts to welfare dependents to basement shelters for the elderly--the people of the underclass are shunned by the rest of the population, even by the working poor. The cycle is vicious: Underclass children get little help in their own homes (when they have homes); they are shoved aside at school until they drop out like their parents did; they are unable to find decent work without an education; they have children of their own for whom they cannot provide adequate care; and finally, they are dumped into human (but inhumane) warehouses for the not-quite-deceased. America cannot afford to do this to its poorest citizens; we cannot afford not to rescue the underclass. In the richest country on earth, the people of the underclass are not merely a problem, they are a scandal.

Examines the work of leading revisionist educational historians and contends that their arguments and allegations against the American public school system have strayed far from historical reality

Education Matters presents in one volume many of Alan B. Krueger's contributions to the economics of education. This invaluable collection of papers, based on his groundbreaking research from the 1990s, has been published in a wide range of professional outlets and has influenced public policy and research in the US and throughout the world. The book opens with an introductory essay explaining the importance of the study of the economics of education as well as providing an overview of the book. The author then goes on to discuss and analyse the important topics in the economics of education, including the economic pay off from attending school for longer, the return to investments in school resources, causes of the increased pay off to education, the contribution of education to economic growth, and racial differences in school quality and their consequences. The final chapter provides a framework for evaluating schools. This fascinating collection of work, from a writer at the forefront of economics and educational research, will be warmly welcomed by academics in the areas of human capital, economics and public policy, as well as by educational policymakers.

Dr. Peikoff makes a compelling case for a rational system of education by contrasting three schools of philosophy and the different educational alternatives they propose to replace our present system. He translates the usual abstract discussions in this field into material easily comprehensible to the reader. In the process, he defines a proper methodology and curriculum that will produce thinking high school graduates confident of their ability to achieve their goals. Leonard Peikoff is the preeminent Rand scholar writing today. He worked closely with Ayn Rand in New York City for thirty years and was designated by her as heir to her estate. He has taught philosophy at several places, including Hunter College and New York University. Dr. Peikoff is the author of The DIM Hypothesis: Why the Lights of the West Are Going Out, The Ominous Parallels, and Objectivism: The Philosophy of Ayn Rand. He grew up in Western Canada and now lives in Southern California.

From the bestselling author of Cultural Literacy , a passionate and cogent argument for reforming the way we teach our children "Ought to be read by anyone interested in the education and training of the next generation of Americans."--Glenn C. Altschuler, Boston Globe Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive and thought-provoking book, educational theorist E. D. Hirsch, Jr. offers a masterful analysis of how American ideas about education have veered off course, what we must do to right them, and most importantly why . He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of "child-centered" and "how-to" learning theories that are at odds with how children really learn. The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools' educational methods. Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America's oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them.

A devastating indictment of the “gifted child” myth The effort to produce “gifted” children through an exhausting regimen of early (and ever-earlier) training has grown into a troubling national phenomenon. With less free playtime and overwhelming pressure to achieve, the kids are the ones who suffer. Investigative journalist Alissa Quart knows the terrain firsthand, having herself negotiated the gifted-child label. With phenomenal research and sharp insight, she takes a damning look at the industry that profits from marketing educational products to enhance giftedness and questions the correlation between rigorous early enrichment and higher achievement. A thoughtful, sometimes critical look at the excessive ambition foisted upon children, Hothouse Kids is essential reading for parents, teachers, and anyone concerned about education.

In 1872, the Qing Empire sent 120 boys to America in the hope that they would unlock the mysteries of Western innovation. They studied at New England's finest schools, befriended luminaries such as Mark Twain and Ulysses S. Grant, and exchanged ideas with their American peers that would change the course of both nations. But when anti-Chinese fervor forced them back home, the young men faced a new set of obstacles, having to overcome a suspicious imperial court and a culture deeply resistant to change. Filled with colorful characters and vivid historical detail, this book unearths the dramatic stories of these young men who led China at the pivotal moment when it teetered between modernity and tradition.--From publisher description.

"[The anti-testing] movement now has a guidebook. . . . Kamenetz shows how fundamentally American it would be to move toward a more holistic system." - New York Times Book Review The Test is an essential and critically acclaimed book for any parent confounded by our national obsession with standardized testing. It recounts the shocking history and tempestuous politics of testing and borrows strategies from fields as diverse as games, neuroscience, and ancient philosophy to help children cope. It presents the stories of families, teachers, and schools maneuvering within and beyond the existing educational system, playing and winning the testing game. And it points the way toward a hopeful future of better tests and happier kids.

In this second edition of his original insightful collection of letters to the first president of the 21st century, Seymour B. Sarason details how to rethink school reform.

In "Constitutional Mandates and Choices," Paul Freund discusses the recent Supreme Court school-prayer decisions and the Constitution. Acknowledging the need for instilling tradition, morality, and reverence-the "religious component" called for by many-Freund still maintains that "the school-prayer decisions are more important for the doors they leave open than for those they shut. The study of religious tradition, training in moral analysis, and the cultivation of sensibilities beyond the intellectual are all left open and beckoning... Today the need is not to reform the First Amendment but to examine and reform our ideas and practices of moral education in the schools." After presenting a brief historical description of religious education in our Western Judeo-Christian civilization, and outlining the present situation in our public schools, Mr. Ulich, in "The Historical Present," declares that if by "religion" we do not mean allegiance to a particular creed, then, "whatever is the decision of the Supreme Court, it will never be able to divorce the religious from the educational spheres in our education system."

Schools have lost their unquestioned claim to educational legitimacy. But is it schools as such which need to be changed or the underlying attitude which makes of learning a specialized activity distinct from the rest of life? Here Illich trenchantly argues that the search for radical alternatives to teh school system will be of little avail unless it is accompanied by wider political objectives which redefine our entire relationship to knowledge.

In a unique effort, this book brings together, for the first time, scholarly analyses by eminent researchers of the historical, social, legal, and cultural influences on the young newcomers' lives as well as reports by practitioners in major aid organizations about the concrete work that their organizations have been carrying out.

Gleanings is a gathering of hitherto uncollected essays written by Christine Downing during the quarter century since the publication in 1981 of her seminal book, The Goddess: Mythological Images of the Feminine . Many of the essays continue her exploration of Greek goddess traditions and other aspects of Greek mythology. Others grow out of her ongoing involvement with the thought of both Freud and Jung. The interrelationship between polis and psyche, city and soul, is a central theme of several of these papers, including those that focus on the Holocaust. Various facets of lesbian and gay experience are also examined.