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• W2029557675 abstract "The main purpose of this research evolved from the publication of S. W. Bauer Well-educated mind, a study of the significance of new methods of teaching history course. Bauer (2003) argues that the grammarian approach of simple recognition and memorization removes students from reading primary sources. This theory suggests a new methodology for the instructors and students through the three-stage process of grammar, dialectic, and rhetoric preparation with aid of primary sources or “great books list”. This paper supports Bauer’s thesis and provides evidence through extensive interviews that indeed this concept of pedagogy is present in Southern California schools. The statistical data from the Department of Education tend to piece together all social sciences, including history, into summary reports or longitudinal studies. In general, however, more graduating high school students earned their greater share of credits in the social studies and history (Townsend, 2010). In the span of this decade, the data and statistical analyses were derived only from the measurable trends embedded in the state-level standards and their measurements (Townsend, 2010). The Department of Education electronic publications on all education reforms show that “the social studies and history are only valued as test-worthy in 11 states” (Townsend, 2010, p 1101). In comparison, all of the states test for English, math, and science (USDE, 2005). Most of the analysis of this (NAEP 2002) report expressed concern that many students possessed a below basic knowledge of American history and history in general. History courses are a critical part of our nation's school curriculum. “it is through history that we understand our past and contemplate our future” (Ravitch, 2002, p. 2). Ravitch (2002) estimated that all “published questions that stumped so many students involved the most fundamental concepts of our democracy, our growth as a nation, and our role in the world” (p. 2). Ravitch insists in her call by invoking President Bush's No Child Left Behind Act of 2001, and criticizing those who said the administration was not spending enough on education, it must be pointed out that education spending has risen from $23 billion in 1996 to $50 billion in the 2002 budget. (p. 2) Furthermore, Ravitch’s assessment showed that “use of primary sources was related to higher student achievement among eighth-grade students, and twelfth-graders who read biographies performed better than students who did not” (p. 2). 1 Stanek: Well-Educated Mind concept by Bauer (2003) and California Schools" @default.
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• W2029557675 date "2013-11-13" @default.
• W2029557675 modified "2023-10-04" @default.
• W2029557675 title "Susan Bauer's 2003 Theory of Well-Educated Mind: Could the Classical Approach to Teaching History Work in Southern California History K12 Classrooms?" @default.
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• W2029557675 doi "https://doi.org/10.5642/lux.201303.17" @default.
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