This op-ed appeared in the New York Times, December 3, 2015.
Christopher J. Phillips teaches history at Carnegie Mellon University and is the author of “The New Math: A Political History.”
Filed under how teachers teach, school reform policies
Tagged as classroom practice,, reform policies
Reblogged this on David R. Taylor-Thoughts on Education.
Thanks for re-blogging post on math cycles, David
The same issues and differences can be traced in the history of arts education, and likely in other subjects that were influenced by the claims in a little book by Jerome Bruner, The Process of Education.
Bruner’s demonstration project, Man: A Course of Study, built on the idea of fidelity to scholarship, proved to be too candid for entry into public schools.
Within the arts, scholarship about popular culture and the arts beyond Western European traditions played a paradoxical role in opening up studies. Scholarship contributed to the demise of that canon and legitimized Claims that the arts should be viewed as a fractured, multicultural, mixed media landscape. In effect, there remains a lot of reverence for the avant garde and scholarship from a new intellectual elite in forwarding concepts about arts education.
Like to hear more about cyclical changes in arts, Laura. I know very little about that in schools. Anything I can read? Thanks for comment.
I suppose the reservation I have about this post is that the “new math” also had an influence in countries where the politics are very different.
Now, that point is interesting, Andrew. How are politics different in UK insofar as New Math?
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