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The Struggle for the American Curriculum, 1893-1958, by Herbert M. Kliebard
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- Sales Rank: #2868881 in Books
- Published on: 1987
- Original language: English
- Number of items: 1
- Binding: Paperback
- 293 pages
Most helpful customer reviews
0 of 0 people found the following review helpful.
Five Stars
By Alicia Mont
Must read for any teacher/professor. The writing is marvelous too, impeccable.
I learnt a lot!
16 of 20 people found the following review helpful.
An Interesting, but Hard Text
By A Customer
The Struggle for the American Curriculum is a historical exploration of the changes that occurred in American education. It deals with reforms and the philosophies with gave curriculum its shape. In this book, Herbert M. Kliebard seeks to present a fair and balanced recount of the people and events, who and which fashioned the course of education during first fifty or so years of the twentieth century. In many ways, it is Kliebard's "search for progressive education."
The Struggle for the American Curriculum is a historical overview of pretty much the first fifty years of curriculum formation and philosophy in the 1900s. There are two aspects worth highlighting about this book. One is its comprehensive historical account of the development of curriculum theory and the other is Kliebard's special attention to "progressive education."
The historical overview is very comprehensive as mentioned before. Every major "player" of curriculum and education theory is explored and discussed. For instance, John Dewey is significantly and appropriately studied. His curriculum and its impact is given its full due. Not only is Dewey examined, but also Eliot, the Committee of Ten, and so forth. This book also shows how different movements and reforms, such as social Meliorism and vocationalism, took shape, reached their peaks, and eventually took its place in the educational curricular mosaic.
Yet, most interesting is Kliebard's last chapter on "progressive education." This seems to be his own interpretation in the curriculum debate. The author cites Cremin in defining "progressive education." It is expanding schooling to health and occupational competence, the application of scientific research for teaching purposes, and customizing instruction for the different types of students. Yet, this is only a definition. Kliebard is interested in "cleaning up" what progressive education is. He is keenly aware of the struggle for each philosophy and theory to become the definition. It is the subject of his book and the struggle which continues today.
Overall, Kliebard's book is a very tedious work that is very hard to get into. The way he portrays the evolution of curricular thought is very detailed and hard to follow for a beginning student of curriculum design. Kliebard does not make good use of primary sources. One may wish that he provided more samples of the original work of figures such as Dewey. There are no tables, charts, or diagrams to help comprehend the various views and movements. In this way, the book is somewhat hard to follow. This is the overall weakness.
Yet, Kliebard does a fine job in presenting all the views, movements, and people who impacted curriculum design. His attention to detail is admirable and helps a beginner become acquainted with the humanists, child-study people, the social efficiency educators, and social meliorists. Indeed, this book is very helpful in this fashion.
Once can also appreciate Kliebard's fair treatment of all the views and influential figures of curriculum. In fact, it is not apparent which side he takes. He raises the strengths and weaknesses of each viewpoint in an equal manner. Therefore, he depicts the "struggle" for the American curriculum in a very succinct fashion. Kliebard does an admirable job in representing the facts in a straightforward and seemingly unbiased manner.
1 of 1 people found the following review helpful.
A Neutral, Thorough, Political History
By Eric Berglund
I chose Kleibard's book as my first to read on the topics of History of Education, and History of Curriculum Development, and I'm glad I did. He concentrates on a key period of American education history (1893-1958), and begins by describing several competing interest groups: 1) the "humanists", who believe that the traditional academic curriculum provides great value, 2) the "developmentalists", who believe elementary and high school curriculum should be driven by the interests of the students (as adults understand those interests through scientific study), 3) the "social efficiency" group, who believe that time in the classroom is precious and needs to be focused on what students will need in their adult lives, and 4) the "social ameliorists", who think that students should be taught to challenge the flaws of society in order to improve it. All but the humanists identified themselves as part of the "progressive education" movement. (In fact, even some of the humanists claimed the "progressive" mantle.) Each group is well aware of the importance of schooling, as high school enrollment skyrockets, and waves of immigration add to the diversity of the student population.
Kleibard then leads us through the period, showing how those four groups battled for influence, at times combining with each other and at other times clashing. Their efforts led to the introduction of industrial and vocational education in the schools, experiments that based schooling around projects, attempts to eliminate some subjects (most successfully with Latin and ancient history) and merge others (partially successfully with the creation of English, Social Studies, and Biology as combinations of different subspecialties), and later, the introduction of "life adjustment" classes ("Katie Goes on a Date") in the early 1950s.
I found the overall theme of the four contending groups to be an easy way to approach the material, and when I read more in the future, I look forward to seeing whether this theme holds up. Kleibard tries hard to be objective about the actual value of these philosophies--perhaps too much so. As one reviewer mentions, the book could perhaps have used tables that compare them more explicitly. I found myself wondering whether he avoided that analysis to keep the book to a reasonable length, to avoid favoritism, or even because the groups themselves weren't as coherent as his narrative needs them to be.
Since he's not picking favorites, his book becomes a story of the horse race between the various contenders. (Is it spoiling the ending to say that the humanists and social efficiency folks come out on top--at least at the end of this period?) For someone like me, looking for an overall narrative that can put future reading in context, Kleibard's book seems to lay a solid foundation.
(P.S. There's a running theme where John Dewey attempts to split the difference between the various groups, telling everyone they've got it slightly wrong, redefining terms almost to the point of confusion, and generally sitting above the fray, maintaining a towering reputation while not really effecting much change. Kleibard comes across as frustrated with Dewey, wishing that he'd have taken the leadership role that others seemed to want to give him.)
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