Notes
- Mary Louise Seguel , The Curriculum Field: Its Formative Years ( New York : Teachers College Press , 1966 ).
- See Gordon Leff , History and Social Theory ( University , Al. : University of Alabama Press , 1969 ), p. 13 ; and W. H. Walsh, “Meaning in History,” in Theories of History, ed. Patrick Gardiner (Glenco: The Free Press, 1959), p. 299.
- Seguel , Curriculum Field , pp. 63 – 64 , 159–61, 181.
- Sociology in contrast has several alternative historical interpretations of its development, each with its own cast of characters. See for example the following alternative treatments: Don Martindale , The Nature and Types of Sociological Theory ( Boston : Houghton, Mifflin Company , 1960 ); Leon Bramson, The Political Context of Sociology (Princeton: Princeton University Press, 1961); and Alvin Gouldner, The Coming Crisis in Western Sociology (New York: Equinox Books, 1970).
- Herbert M. Kliebard , “Bureaucracy and Curriculum Theory,” in Class, Bureaucracy, and Schooling , ed. Vernon Haubrich ( Washington , D.C. : Association for Supervision and Curriculum Development , 1971 ), pp. 75 , 89; and Michael Apple, “The Adequacy of Systems Management Procedures in Education,” The Journal of Educational Research 66 (September 1972): 13.
- Kliebard , “Bureaucracy,” p. 87 ; and Apple, “Systems Management Procedures,” pp. 13, 16.
- Apple , “Systems Management Procedures,” p. 12 .
- Kliebard , “Bureaucracy,” pp. 89 – 93 ; and Apple, “Systems Management Procedures,” pp. 12–16.
- Michael Katz , Class, Bureaucracy, and Schools ( New York : Praeger , 1971 ), p. xxii .
- The best treatment of this idea that human knowledge reflects or has embedded in its very roots a certain orientation or commitment is to be found in the notion of “interest” as developed by the contemporary German critical theorist, Jurgen Habermas. See Jurgen Habermas , Knowledge and Human Interest , trans. Jeremy J. Shapiro ( Boston : Beacon Press , 1971 ). For a good treatment of critical theory see Albrecht Wellmer, Critical Theory of Society, trans. John Cumming (New York: Sea-bury Press, 1974); and Martin Jay, The Dialectical Imagination (Boston: Little, Brown, 1973). For a treatment of Habermas' thought, particularly with reference to his idea of “interest,” see Trent Schroyer, The Critique of Domination (New York: George Braziller, 1973).
- Kliebard , “Bureaucracy,” pp. 74 – 78 .
- See Charles C. Peters , Foundations of Educational Sociology ( New York : Macmillan Company , 1924 ), p. vii ; and Charles C. Peters, The Curriculum of Democratic Education (New York: McGraw-Hill, 1942), p. v.
- Kliebard , “Bureaucracy,” p. 86 ; and Apple, “Systems Management Procedures,” p. 17, footnote 5.
- Charles C. Peters , Objectives and Procedures in Civic Education ( New York : Longmans, Green and Company , 1930 ), p. 23 .
- David Snedden , Towards Better Educations ( New York : Teachers College Press , 1931 ), p. 367 .
- Peters , Foundations , pp. 28 – 29 .
- Charles A. Ellwood , “Education for Citizenship in a Democracy,” American Journal of Sociology 26 (My 1920 ): 77 .
- Charles A. Ellwood , Sociology and Modern Social Problems ( New York : American Book Company , 1913 ), p. 220 .
- Charles A. Ellwood , “The Reconstruction of Education Upon a Social Basis,” Educational Review 57 (February 1919 ): 101 .
- Ellwood , Modern , p. 219 .
- Charles A. Ellwood , Sociology in its Psychological Aspects, , 2d ed. ( New York : D. Appleton and Company , 1915 ), pp. 185 – 86 ; and Charles A. Ellwood, The Psychology of Human Society (New York: D. Appleton and Company, 1925), p. 416.
- This was the conclusion of several studies undertaken during the early years of the century. It belies the traditionally held belief that this increasing elimination rate was due to the need of many children, particularly immigrant children, to leave school in order to work and supplement their family incomes. See Susan Kingsbury , “The Relation of Children to the Industries,” in Massachusetts Commission on Industrial and Technical Education , Report of the Commission ( Boston : Wright and Potter Printing Company , 1906 ), p. 44 ; and George Herbert Mead, William J. Bogan, and Ernest A. Wreidt, A Report on Vocational Training in Chicago and Other Cities (Chicago: City Club of Chicago, 1912), p. 4.
- Charles A. Ellwood , “Our Compulsory Education Laws, and Retardation and Elimination in Our Public Schools,” Education 34 ( May 1914 ): 572 – 73 .
- Ellwood , Psychological , p. 186 .
- Ellwood , “Compulsory Education Laws,” pp. 574 – 75 .
- Ibid. , pp. 575 – 76 .
- Robert S. Wood worth , Psychology ( New York : Henry Holt and Company , 1921 ), p. 275 .
- Stuart A. Queen and Delbert M. Mann , Social Pathology ( New York : Thomas Y. Crowell , 1925 ), pp. 591 – 93 .
- Ibid. , p. 595 .
- For an example of this kind of use of the idea of feeblemindedness or, as it was also known, mental deficiency, see Edward A. Ross , The Principles of Sociology ( New York : The Century Company , 1920 ), pp. 12 – 18 .
- Jane R. Mercer , Labeling the Mentally Retarded ( Berkeley : University of California Press , 1973 ), pp. 14 , 37.
- Hugh Mehan , “Assessing Children's School Performance,” in Recent Sociology No. 5; Childhood and Socialization , ed. Hans Peter Dreitzel ( New York : Collier Macmillan , 1973 ), pp. 244 – 46 .
- For an example of what this kind of curriculum history might look like see Barry M. Franklin , “The Curriculum Field and the Problem of Social Control, 1918–1938: A Study in Critical Theory” ( Ph.D. diss., University of Wisconsin , Madison , 1974 ); and Barry M. Franklin, “American Curriculum Theory and the Problem of Social Control, 1918–1938” (Paper delivered at the 1974 Annual Meeting of the American Educational Research Association, Chicago).
- Herbert M. Kliebard , “Persistent Curriculum Issues in Historical Perspective,” in A Search for Valid Context for Curriculum Courses , ed. Edmund Short ( Toledo : University of Toledo , 1970 ), p. 33 .