Chapter Four

1. Chapter Four School Diversity and Differentiated Schooling: The Progressive Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

2. Urbanization Immigration Open vs. restricted immigration Industrialization Artisans to monopoly capitalists Taylorization The effect on women’s work Political Economy of Progressive Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

3. Trade unionism Violence, strikes widespread Populism Traditions of agrarian democracy Socialism Urban, political, additional focus on race and class equality Worker Responses (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

4. Progressivism Stabilized economy while reinforcing unequal power relations between workers and business/government Progressive urban reform Propelled by middle and upper class Centralization of power and expertise Increased reliance on “experts” and privileged citizens Government Responses to Unrest (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

5. Natural law From scientific truth (Newton et al.) to relative truth (Darwin) Reason From human reason to scientific rationality Virtue From religious truths to conditionally determined good New Liberal Ideology (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

6. Progress Natural law and reason give way to scientific planning and management Nationalism From individualism to group identity Freedom From “negative” to “positive” New Liberal Ideology (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

7. Faculty psychology is rejected Psychoanalytic approach (Freud) Primitivist psychology (Hall) Social psychology (Mead) Connectionism (Thorndike) “New” Psychology (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

8. Varied, child-centered curriculum Developmental democracy model Social efficiency model Learning through activity Schooling as response to social problems School a reflection of social realities Two Strands of Progressive Education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

9. John Dewey Education is only successful when people participate in democratic forms of life Schools as “laboratories for democracy” Avoidance of vocational education Developmental Democracy Model (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

10. Charles W. Eliot Goals of Social stability Employable skills Equal educational opportunity Meritocracy Use of mass IQ testing Social Efficiency Model (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

11. Progressive Era marks shift from classical laissez-faire liberalism to reliance on government and scientific expertise to solve social and economic problems Schools as the setting for a social-efficiency approach to education Concluding Remarks (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

12. American socialism artisan craftsmanship developmental democracy John Dewey Charles Eliot eugenics monopoly capitalism new immigration Developing Your Professional Vocabulary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

13. “new psychology” The Origin of Species populism progressive educational reformers social efficiency Taylorization Developing Your Professional Vocabulary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e