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• W138821033 abstract "Research & Practice, established early in 2001, features educational research that is directly relevant to the work of classroom teachers. Here, I invited Ron Evans to provide an historical perspective on the controversy that once again swirls around the studies curriculum. --Walter C. Parker, Research and Practice Editor, University of Washington, Seattle. In his foreword to Where Did Social Studies Go Wrong?, published in 2003, Chester Finn blames the deterioration of studies in U.S. on the lunatics who have taken over the asylum, and who are imparting ridiculously little knowledge to students. He lauds the volume's intent to explain where and how and why studies went awry. (1) The book has sparked a controversy over the current state of the studies curriculum. But is controversy over studies new, and does it matter to those engaged in the day-to-day work of teaching in this subject area? My aims in this article are, first, to capture the main camps and patterns of the social studies wars since the beginning of the twentieth century and, second, to describe critical episodes from that long history that will help put the contemporary controversies in historical perspective. I'll conclude by drawing three lessons that studies teachers today might consider from this history of curriculum disagreement in studies. Pendulum swings are a regular feature of the curriculum landscape, and the primary pattern has been this: toward traditional and discipline-based curricula during conservative times; toward experimentation, child-centered and inquiry or issues-oriented curricula during liberal times. If you don't like the current direction of curricular reform, take heart, it may not last. Despite ever-changing curricular fashions and trends, a set of competing interest groups is a relatively constant feature of the studies arena. There are five major competing camps, as I described in a recent book, The Social Studies Wars, struggling at different times either to retain control of studies or to influence its direction. (2) The first, traditional historians, supports history as the core of studies and emphasizes content acquisition, chronology, and the textbook as the backbone of the course. This camp defined its approach in the 1890s and has experienced a revival in recent years. A second camp advocates studies as science and includes those who want a larger place for teaching of the science disciplines in schools and those who support a structure-of-the-disciplines approach, which was at the heart of the 1960s new studies movement. A third group, efficiency educators, hopes to create a smoothly controlled and more efficient society by applying standardized techniques from business and industry to schooling. Most often, they have envisioned a scientifically constructed, more directly functional curriculum aimed at preparing students for various life roles. A fourth group is composed of meliorists. These are Deweyan experimentalists who want to develop students' reflective thinking ability and, thereby, contribute to improvement. These theorists advocate a reflective or issues-centered curriculum and often emphasize curricular attention to problems. A fifth and related group is composed of reconstructionists or critical pedagogues, who cast studies in schools in a leading role in the transformation of American society. Other camps may be identified as well, and other curriculum historians may provide a different breakdown. Herbert Kliebard, in a classic work, Struggle for the American Curriculum, described four main interest groups: humanists, developmentalists, efficiency educators, and meliorists. (3) Hazel Hertzberg, in Social Studies Reform, discussed two main camps in studies: federationists, who favor distinct disciplines, and unitarians, who favor curriculum integration. …" @default.
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• W138821033 date "2015-04-10" @default.
• W138821033 modified "2023-09-24" @default.
• W138821033 title "The Social Studies Wars, Now and Then" @default.
• W138821033 doi "https://doi.org/10.4324/9781315726885-9" @default.
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