Once we bowled in leagues, usually after work; but no longer. This seemingly small phenomenon symbolizes a significant social change. Drawing on surveys on Americans' changing behavior over the past twenty-five years, Putnam shows how we have become increasingly disconnected from family, friends, neighbors, and social structures, whether the PTA, church, recreation clubs, political parties, or bowling leagues. Our shrinking access to the "social capital" that is the reward of communal activity and community sharing is a serious threat to our civic and personal health. The loss of social capital is felt in critical ways : communities with less social capital have lower educational performance and more teen pregnancy, child suicide, low birth weight, and prenatal mortality. Social capital is also a strong predictor of crime rates, other measures of neighborhood quality of life, and health. America has faced this crisis before. At the turn of the last century, social capital was at low ebb, reduced by urbanization, industrialization, and vast immigration that uprooted Americans from their friends, social institutions, and families. Faced with this challenge, the country righted itself. Within a few decades, a range of organizations was created, from the Red Cross, Boy Scouts, and YWCA to Hadassah and the Knights of Columbus and the Urban League and social capital was rebuilt. Putnam calls on Americans to start the process again.

"The stagnation of living standards for most Americans over the past few decades has been the defining trend of modern life in the United States. Wealth and educational attainment have all slowed to a crawl in the twenty first century, while life expectancy has declined, economic inequality has soared, and the Black-White wage gap is as large as it was when Harry Truman was president. How did this happen in the world's most powerful country? Drawing from decades of writing about the economy for the New York Times, as well as years spent digging through archives, Pulitzer Prize-winning writer David Leonhardt tells the story of the past century of the American economy, starting with the Great Depression and the invention of the term "American dream." UNTITLED explains how the United States built the most prosperous mass economy in history after the Depression, then examines how that economy unraveled after our postwar boom. Its central argument is that three forces, above all, have dictated the economy's rise and fall: political power through grass-roots movement, culture, and investment in making life better for the future. Filled with the clear, lucid writing for which Leonhardt is known, UNTITLED is an enlightening economic history, featuring the unforgettable figures who helped shape the American dream: Frances Perkins, Eisenhower, Cesar Chavez, Betty Friedan, Robert Kennedy, Grace Hopper, Paul Hoffman, and more"--

"Critical Models combines into a single volume two of Adorno's most important postwar works — Interventions: Nine Critical Models (1963) and Catchwords: Critical Models II (1969). Written after his return to Germany in 1949, the articles, essays, and radio talks included in this volume speak to the pressing political, cultural, and philosophical concerns of the postwar era. The pieces in Critical Models reflect the intellectually provocative as well as the practical Adorno as he addresses such issues as the dangers of ideological conformity, the fragility of democracy, educational reform, the influence of television and radio, and the aftermath of fascism. This new edition includes an introduction by Lydia Goehr, a renowned scholar in philosophy, aesthetic theory, and musicology. Goehr illuminates Adorno's ideas as well as the intellectual, historical, and critical contexts that shaped his postwar thinking"

Chronicles the history of the Educational Testing Service and discusses how it was created, why researchers believed it would help create a new class of intelligent Americans, how the plan backfired, and how it affected American history.

"From Cultural Appreciation Days to Gay-Straight Alliances to cafeteria menus featuring "ethnic options," twenty-first century American public schools bear the unmistakable mark of the diversity that has come to define the nation in the last fifty years. At the same time, it is also in public schools where citizens continue to organize most passionately to limit the influence of this heterogeneity on our curricula and classroom culture. Classroom Wars explores how we got here. Focusing in on California's schools during the 1960s and 1970s, Natalia Mehlman Petrzela charts how a state and a citizenry deeply committed to public education as an engine of civic and moral education navigated the massive changes brought about by the 1960s, including the sexual revolution, school desegregation, and a dramatic increase in Latino immigration. In California, where a volatile political culture nurtured both Orange County mega-churches and Berkeley coffeehouses, these changes reverberated especially powerfully. Analyzing two of the era's most innovative, nationally impactful, and never-before juxtaposed programs--Spanish-bilingual and sex education--Classroom Wars charts how during a time of extraordinary social change, grass-roots citizens politicized the schoolhouse and family. Many came to link such progressive educational programs not only with threats to the family and nation but also with rising taxes, which they feared were being squandered on morally lax educators teaching ethically questionable curricula. Using sources ranging from policy documents to personal letters, student newspapers, and oral histories, Petrzela reveals how in 1960s and 70s California--and the nation at large--a growing number of Americans fused values about family, personal, and civic morality, blurring the distinction between public and private and inspiring some of the fiercest classroom wars in American history, controversies that help explain the bitterness of the battles we continue to wage today"--

This book is both a powerful personal memoir and the definitive history of an organization that helped change American society. Jack Greenberg was a key figure at the NAACP Legal Defense and Educational Fund (LDF) for some thirty-five years. Most of the cases we associate from that period--school integration, equal employment, fair housing, voter registration--were LDF cases, either argued by Greenberg himself or litigated under his direction. Greenberg represented Martin Luther King, Jr., in Birmingham and won for him the right to march from Selma to Montgomery. Under Greenberg's leadership, the LDF forced the University of Mississippi to admit James Meredith and integrated the University of Alabama when George Wallace stood in the schoolhouse door. Greenberg won the cases in which the Supreme Court repudiated the "all deliberate speed" doctrine, which had made school desegregation intolerably slow. Through the 1970s and 1980s, LDF tackled most of the important cases that enforced the new civil rights legislation of the 1960s involving public accommodations, employment, education, and health care, and started the campaigns for prisoners' rights and against capital punishment. More than a history of the litigation that made the LDF so important, the book offers unique insights into its strategies, courtroom techniques, values, and personal relationships. Filled with stories only Greenberg could tell of his experiences with Thurgood Marshall, Martin Luther King, Jr., Marian Wright Edelman, Lani Guinier, Roy Wilkins, Vernon Jordan, Charlayne Hunter-Gault, Lyndon Johnson, and scores of others, Crusaders in the Courts is an epic saga of a critical period in American history as well as the poignant personal story of the evolution of a white Jewish lawyer into a major civil rights advocate.

"How do societies go through major technological, economic and structural changes peacefully? The Nordic Secret explores how Denmark, Norway and Sweden went from poor feudal agricultural societies to rich industrialized democracies thanks to the German educational concept of Bildung. The book also investigates the close relationship between Bildung and contemporary developmental psychology, i.e. the concepts of "ego-development" and "transformative learning". The Nordic Secret concludes with a discussion about what we can learn from this positive transformation and how to apply it in the current global crises"-- Publisher description.

The epitome of the modernist engineer-architect-artist, El Lissitzky is one of the most influential and genuinely experimental artists of the early twentieth century. Equally prolific as a painter, designer, architect and photographer, he connected countries and cultures as a leading ambassador between the Soviet and European avant-gardes of the 1920s, promoting Suprematist and Constructivist art in the West and European abstract movements in Russia. For El Lissitzky, art was conceived not as a personal expression and production of objects, but rather as a collective and social activity. Working with Malevich, he developed the new visual language of Suprematism, which he applied not only to painting, but also to print and book works, architectural and theater projects, ceramics, educational theory and propaganda. Fusing this array of media, his three-dimensional work "Proun Room" used the actual space of a room to merge painting, sculptural installation and architecture; similarly, with his students he adorned the trams and buildings of Vitebsk with Suprematist triangles and squares, and used his "Proun" motifs to design costumes and machinery for the stage (most famously for the 1920 Futurist opera, Victory over the Sun ). This volume provides a comprehensive view of Lissitzky's influential career. Eliezer (Lazar) Markovich Lissitzky, El Lissitzky (1890-1941) was one of the most experimental and controversial artists to work with the Russian and European avant-garde during the early twentieth century. After 1917, during the first communist period, El Lissitzky served as a cultural ambassador, promoting Russian art and Soviet ideas in the West. Later he worked as a propagandist for the Stalinist regime during the 1930s. He died of tuberculosis in 1941.

""Daniel Singer is the left's most brilliant arsonist. He sets ablaze whole forests of desiccated cliches about 'the end of history' and 'the triumph of the market' in order to light the way forward for the next generation of radical thinkers and activists."-Mike Davis An essential firsthand account of the May 1968 upheaval in France."--

This book explores changing American views of race mixing in the twentieth century, showing how new scientific ideas transformed accepted notions of race and how those ideas played out on college campuses in the 1960s. In the 1930s, it was not unusual for medical experts to caution against miscegenation, or race mixing, espousing the common opinion that it would produce biologically dysfunctional offspring. By the 1960s the scientific community roundly refuted this theory. The author traces this revolutionary shift in scientific thought, explaining how developments in modern population biology, genetics, and anthropology proved that opposition to race mixing was a social prejudice with no justification in scientific knowledge. In the 1960s, this new knowledge helped to change attitudes towards race and discrimination, especially among college students. Their embrace of social integration caused tension on campuses across the country. Students rebelled against administrative interference in their private lives, and university regulations against interracial dating became a flashpoint in the campus revolts that revolutionized American educational institutions. The author's provocative study is a personal one, featuring interviews with mixed-race couples and stories from the author's student years at the University of Pittsburgh. As such, this book offers a unique perspective on how contentious debates taking place on college campuses reflected shifts in race relations in the larger society. -- from Back Cover

A detailed biography of Janusz Korczak (1878-1942) - doctor, teacher, writer and educational theorist - who was deported along with the children of his orphanage in August 1942 from the Warsaw ghetto to Treblinka, where they perished.

The men held captive in the Marion control unit lived in an 8 x 10 foot cell for about 23 hours a day, seven days a week. There was no contact with other human beings. There was no way to know when it would end. Days, months, years would go by... Out of Control: A Fifteen-Year Battle Against Control Unit Prisons tells the inspiring story of the Committee to End the Marion Lockdown (CEML). Founded in 1985 to organize against control unit prisons and related inhumane practices at the notorious federal prison in Marion, Illinois, the committee's work and influence spread nationwide, even as the practices at Marion became widespread in many other prisons in the U.S. and internationally. Written in a very accessible and eloquent style by Nancy Kurshan, a CEML co-founder and leading activist throughout its history, the book recounts how the committee led and organized hundreds of educational programs and demonstrations in many parts of the country and sought to build a national movement to expose and abolish "end-of-the-line" prisons. Along the way the Committee wrote thousands of pages of educational and agitational literature, and developed new ways of analyzing and fighting against the "prison industrial complex."

In these vivid portraits of prominent twentieth-century intellectuals, Edward Shils couples the sensitivity of a biographer with the profound knowledge of a highly respected scholar. Ranging as widely across various disciplines as Shils himself did, the essays gathered here share a distaste for faddists who "run with the intellectual mob" and a deep respect for intellectuals who maintain their integrity under great pressure. Highlights include an affectionate treatment of Leo Szilard, the physicist whose involvement with the development of the atomic bomb led him to work ceaselessly to address its social consequences; a discussion of the educational philosophy of Robert Maynard Hutchins, the University of Chicago's fifth and most controversial president; an appreciative account of the Polish emigre Leopold Labedz's well-informed and outspoken resistance to Communism; and an essay about the extraordinary Indian writer Nirad Chaudhuri.

The author of such classic works as The Republican Roosevelt, V Was for Victory, and Years of Discord, John Morton Blum is one of a small group of intellectuals who for more than a quarter of a century dominated the writing of American political history. Writing now of his own career, Blum provides a behind-the-scenes look at Ivy League education and political power from the 1940s to the 1980s. Blum insightfully recounts a long and distinguished journey that began at Phillips Academy, where he first realized he could make a career of teaching and writing history. He tells how young men were socialized to the values of the Northeastern establishment in those years before World War II, and how as a non-practicing Jew he learned to overcome bigotry both at Andover and at Harvard, which then had no Jewish professors. In 1957 Blum joined the faculty of Yale University's history department, widely regarded as the nation's best, where he became both influential and popular and where his students included one future U.S. president as well as others who aspired to the office. He reveals much about the inner workings of Ivy League education and tells of controversies over the Vietnam War and the Black Panthers, his role in Eugene McCarthy's presidential campaign, and how he searched for common ground between reactionary faculty and radical students. More than a recounting of a singular life, Blum's story explains how political history was researched and written during the second half of the twentieth century, describing how the discipline evolved, gained ascendancy, and was challenged as historical fashions changed. It also offers revealing glimpses of such prominent academics as Kingman Brewster, Arthur Schlesinger, Jr., C. Vann Woodward, and William Sloan Coffin. Over a distinguished career, Blum witnessed considerable change in elite educational institutions, where minorities and women were grossly underrepresented when he first entered academia. In a memoir brimming with insight and laced with humor, he looks back at the academy—"not a refuge from reality but an alternative reality"—as he reflects upon his intellectual journey and his contributions to the study and writing of twentieth-century American history.

. . . Mr. Itzkoff places most of the blame for America's alleged intellectual decline on what he sees as an economically and intellectually elite cast of misguided liberals. They have isolated themselves from American society, he says, by their paternalistic treatment of the underclass, by discounting the importance of traditional family values and by failing to raise enough bright children to sustain national competence. The New York Times Book Review Few doubt that the United States has slipped from its longstanding eminence as the world's wealthiest and most productive nation. The problem for the past 30 years has been the diagnosis of both the decline and then the cure. Literally trillions of dollars have been expended in futile programs to stanch the hemorrhaging of our economic wealth, jobs, educational achievement, and cultural elan. Itzkoff argues that we will never stop the fall until we understand our real national dilemma. This is the decline in our national intelligence profile: fewer citizens of high intelligence, educational potential, and economic productivity. These ideas are taboo. Itzkoff, however, insists that these are the facts, and they must be examined. In this book, he lays out the available evidence for our social disintegration and suggests a rational program of policy initiatives that would begin to restore us to what we were as recently as 1955--the great hope of the world.

Now in paperback! Taking Hold of Torah Jewish Commitment and Community in America Arnold M. Eisen A personal meditation on the meaning of Judaism today and a vision for revitalizing Jewish community and tradition in America. "Arnold M. Eisen offers a personal plea for—and a vision of—the revitalizing of American Judaism through a renewed relationship to Jewish tradition and the strengthening of Jewish communities." —Jewish Book News "...required reading for Jewish communal professionals, [Taking Hold of Torah] spells out the discontents and dreams of the baby boomers and their children who are reinventing Jewish communal life for the modern world." —Jewish Exponent "Melding autobiography with biblical exegesis, philosophical speculation and a program for Jewish educational reform, the book is an unbuttoned riff on what's ailing modern Jews." —Forward "...a personal story of a modern Jew trying to make sense of Judaism in a time when Jews can choose whether and how to be Jewish...." —The Jewish Advocate Jews, like other Americans, have both benefitted and suffered from the fraying of traditional loyalties that has come to characterize modern American culture. In each of the five chapters, Arnold M. Eisen examines a major issue or theme related to his vision for the renewal of Jewish communities—in terms of one of the five books of the Torah. What is the meaning and purpose of Jewish tradition? What is the significance of faith and covenant? What are the contemporary uses of ritual? What should a new agenda for politics in American Jewish life include? What legacy is to be left to future generations? This encouraging work is essential reading for anyone concerned with questions of Jewish faith and the future of Judaism in America. Arnold M. Eisen is Professor and Chair of Religious Studies at Stanford University, a frequent speaker on issues related to contemporary Jewish life before lay and scholarly audiences throughout North America, and an active participant in communal discussions concerning the future of American Judaism. His publications include The Chosen People in America (Indiana University Press) and Rethinking Modern Judaism: Ritual, Commandment, Community, winner of a Koret Jewish Book Award. The Helen and Martin Schwartz Lectures in Jewish Studies Contents: Introduction 1. Genesis: Taking on Tradition 2. Exodus: History, Faith, and Covenant 3. Leviticus: Ritual and Community 4. Numbers: Politics in the Wilderness 5. Deuteronomy: Legacies

Ripples is both a commemoration and a celebration of the historic importance of educational significance of this pioneer artist's contribution to the world of ceramics. This exhibition, the first to focus exclusively on the work of Wildenhain and her students at Pond Farm, shows the contribution and influence of Wildenhain's teaching in the United States for over 50 years. It includes about 115 objects - more than 60 by Wildenhain and 52 of her Pond Farm students who continue to make their living working as artists, including Plainview, Minnesota's own teacher/artist Dennis Lorenzen.

This book offers a personal account of scholars in philosophy and education with whom I have had the good fortune to interact during the course of my half century at Harvard University and elsewhere. My aim in writing this account is threefold: ?rst, to recapture for myself the pleasure of their memorable company for its own sake, secondly, to have occasion to re'ect on the educational impact of their teaching, and, ?nally, to counteract the prevalent amnesia of universities by recalling the conduct of scholars of past generations who still have things to teach us. Iowe thanks to many people who have helped me in this endeavor. Professor Harvey Siegel, Dr. Stefania Jha, and Dr. Rosalind Schef'er read initial versions of the manuscript and gave me the bene't of their criticisms, as did the publisher's anonymous readers. JoAnne Sorabella and Stefania Jha listened to my readings of a number of these chapters, and JoAnne Sorabella produced several typescripts of the whole with her usual matchless pro'ciency. I presented some portions of the manuscript to the Philosophy of Education Research Center at Harvard and pro'ted from these occasions. After I joined the Mandel Center at Brandeis University in the Fall of 2003, Avital Feuer assisted me ably in readying the ?nal version of the book. And I am grateful to Laurie Schef'er for her meticulous help with proofreading.

For centuries, knowledge has been thought to be the key to human progress of all kinds and has dominated Western culture. But what if knowing has now become an impediment to further human development? The End of Knowing is concerned with the practical consideration of how to reconstruct our world when modernist ideas have been refuted and many social problems appear insoluble. Newman and Holzman suggest provocatively that we should give up knowing in favour of "performed activity." They show how to reject the knowing paradigm in practice and present the many positive implications this has for social and educational policy.