Traditional Education in the Public Sphere: A Contested Terrain
DOI:
https://doi.org/10.51660/riftp.v3i2.81Keywords:
Traditional education, Comeback, United States, Discursive contestation, Public sphereAbstract
The resurgence of traditional education in the United States has generated intense debate in the public sphere. This article examines the discursive debate surrounding this phenomenon. As criticism of progressive educational approaches intensifies, advocates of traditional education argue for a return to more traditional pedagogical methods. These brief highlights the role of the public sphere as a space of conflict and negotiation of ideas around education. By exploring the competing perspectives and arguments, the article seeks to shed light on the resurgence of traditional education and its impact on the U.S. educational system.
Downloads
References
Adler, M. J. (1982). The Paideia proposal: An educational manifesto. New York, NY: Macmillan.
Aparicio-Gómez, O.Y. (2020). The education of desire and the use of ICT. In Bosch, M. (Ed.). Desire and Human Flourishing: Perspectives from Positive Psychology, Moral education and Virtue Ethics (pp. 325-337). New York, USA: Springer Publishing. ISBN: 978-3-030-47001-2. https://doi.org/10.1007/978-3-030-47001-2_22 DOI: https://doi.org/10.1007/978-3-030-47001-2_22
Aparicio-Gómez, Oscar-Yecid, Aparicio-Gómez, William-Oswaldo, Hernández, J. (2020). Formación del profesorado en ambientes virtuales de aprendizaje. En: Hinojo, F., et. al. (Eds.). Experiencias e Investigaciones en Contextos Educativos (pp. 604-613). Madrid: Dykinson S.L. ISBN: 978-84-1377-171-7.
Aparicio-Gómez, Oscar-Yecid, Ostos-Ortiz, Olga-Lucía, Mesa-Angulo, José-Gabriel. (2022). La convergencia de aprendizajes en el metaverso. RIIEP. Vol. 15, Núm. 2. https://doi.org/10.15332/25005421.7879 DOI: https://doi.org/10.15332/25005421.7879
Aparicio-Gómez, Oscar-Yecid, Ostos-Ortiz, Olga-Lucía, Mesa-Angulo, José-Gabriel. (2022). La percepción de la covid-19 en el ámbito universitario. Hallazgos, Vol. 19, Núm. 38. https://doi.org/10.15332/2422409X.7966 DOI: https://doi.org/10.15332/2422409X.7966
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York, NY: RoutledgeFalmer. DOI: https://doi.org/10.4324/9780203487563
Au, K. H., & Rueda, R. (2011). Schooling and academic achievement in diverse cultural contexts. Mahwah, NJ: Lawrence Erlbaum Associates.
Ball, S. J. (1993). Education, economy, and social capital: Some preliminary thoughts. Education Policy, 7(2), 106-117.
Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Education Next, 5(3), 32-37. DOI: https://doi.org/10.1177/0022487105275904
Biesta, G. J. J. (2013). The beautiful risk of education. Boulder, CO: Paradigm.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511812507
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.
Cuban, L. (2003). The perfect failure: America's schools, race, and inequality. New York, NY: Teachers College Press.
Darling-Hammond, L. (2004). What matters most: Teaching for America's future. New York, NY: Teachers College Press.
Eisner, E. W. (1994). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York, NY: Macmillan.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Bergin & Garvey.
Goodlad, J. I. (1984). A place called school: Prospects for the future. New York, NY: McGraw-Hill.
Hursh, D. (2005). The work of schooling: Teaching, learning, and research. New York, NY: RoutledgeFalmer.
Labaree, D. F. (2000). The trouble with testing: Limits of educational assessment. Cambridge, MA: Harvard University Press.
Levine, D. U. (2006). The American school: A documentary history (3rd ed.). New York, NY: Routledge.
Noddings, N. (2002). Educating for intelligent belief or intelligent disbelief. New York, NY: Teachers College Press.
Ostos-Ortiz, Olga-Lucía, Aparicio-Gómez, Oscar-Yecid, von Feigenblatt, Otto. (2023). Assessing a country's scientific contribution towards sustainability from higher education: a methodology for measuring progress towards the Sustainable Development Goals. RIIEP. Vol. 16, Núm. 2. ISSN: 2500-5421 DOI: https://doi.org/10.15332/25005421.8848
Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates.
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
Shor, I. (1980). Critical teaching and everyday life. New York, NY: Teachers College Press.
von Feigenblatt, O. F. (2023). Introducing the emerging field of Academic Diplomacy Universidad y Sociedad, 15(2), 316-325.
von Feigenblatt, O. F. (2023). Tendencias y Debates en la Educación Americana: Una Perspectiva Hispana. Barcelona: Ediciones Octaedro. DOI: https://doi.org/10.36006/09504-4
von Feigenblatt, O. F. (2022). SVNS-based multicriteria methods for the selection of management elements for academic diplomacy. Neutrosophic Sets and Systems, 52, 241-250.
von Feigenblatt, O. F. (2023). The Perfect Storm: Structural and Contextual Factors Exacerbating the Teacher Shortage in Florida. Hallazgos, 20(39). DOI: https://doi.org/10.15332/2422409X.8102
von Feigenblatt, Otto Federico von. (2022). "Traditional Education is Making a Comeback in the United States: Discursive Contestation in the Public Sphere." In Transcending the Eternal Debate between Traditional and Progressive Education, edited by Otto Federico von Feigenblatt and Oscar Yecid Aparicio Gomez, 17-42. Editorial Octaedro DOI: https://doi.org/10.36006/90020-0
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Revista Internacional de Filosofía Teórica y Práctica
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles are published under the terms of a licence that permits use, distribution and reproduction in any medium, provided that the original work is properly cited. Ed&TIC retains the proprietary rights to the published works and actively promotes the reuse of these works under the terms of the aforementioned licence, which encourages the dissemination of knowledge and collaboration in the academic community.
