The Future of American Education
Throughout the history of education in America, curricula have been expanded to meet individual and societal needs. There has been and will continue to be exploration of issues concerning the future of education. Four issues that have emerged in the 1980's are consumarism, privatism, technology, and quality of life. A "consumer" approach to education could mean that curriculum would change according to popular trends or whims and that public education could become fragmented, aimless, and weak. The growing trends toward censorship and creationism pose new challenges to educators and education. There are attempts to search for and destroy those elements within the public schools that promote the development of free, inquiring minds. However, there is value to be gained from any form of instruction that acquaints students with a moral philosophy and which forces them to think carefully and rigorously about problems. Technology in education, referred to as the silicon era, need not be demeaning, limiting, or dangerous to free will; it can be used to release human energy for the improvement of mankind. Educators are challenged by the need to integrate the microcomputer into a curriculum that meets educational objectives while retaining humanity. Quality of life for students, teachers, and society entails the health and wellness of the individual as essential to a fully, satisfactorily functioning social order. (JD)
Van Patten, J. The Future of American Education.
Cited ByView References & Citations Map
Sara Dexter, University of Virginia, United States; Aaron H. Doering & Eric Riedel, University of Minnesota, United States
Journal of Technology and Teacher Education Vol. 14, No. 2 (April 2006) pp. 325–345
Xiangui Yang, Mingli Xiao & Shuyan Wang, Ohio University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2765–2766
Cheryl Mason Bolick, University of North Carolina, United States; David Hicks, Virginia Tech, United States; John Lee, Georgia State University, United States; Philip Molebash, San Diego State University, United States; Peter Doolittle, Virginia Tech, United States
AACE Journal Vol. 12, No. 2 (April 2004) pp. 198–217
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