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Re: Ravitch on Cremins



Wow. Small world.

George K. Cunningham
University of Louisville

> -----Original Message-----
> From: Assessment Reform Network Mailing List
> [mailto:ARN-L@LISTS.CUA.EDU]On Behalf Of Art Burke
> Sent: Tuesday, February 26, 2002 12:51 PM
> To: ARN-L@LISTS.CUA.EDU
> Subject: Re: Ravitch on Cremins
>
>
> He was her doctoral advisor. She writes an informative tribute at ...
>
> http://lweb.tc.columbia.edu/exhibits/cremin/remembered_Ravitch.html
>
> Art
>
> >>> gbracey@EROLS.COM 02/26 8:35 AM >>>
> If I recall properly, Ravitch was Cremin's protegee.
> ----- Original Message -----
> From: "Allen Flanigan." <Allen.Flanigan@USPTO.GOV>
> To: <ARN-L@LISTS.CUA.EDU>
> Sent: Tuesday, February 26, 2002 12:25 PM
> Subject: Ravitch on Cremins
>
>
> > Interestingly, Diane Ravitch, author of the book George C. recommends
> > highly, praises Cremin fulsomely, calls him the "consummate
> scholar", and
> > says that his The Transformation of The School: Progressivism
> in American
> > Education 1876-1957 "remains the authoritative work on the subject of
> > progressivism in education".
> >
> > I suppose I should find time to read "Left Back", or other works of
> > Ravitch's, if only to find out for myself whether Ravitch has
> followed her
> > own admonition to historians of education (need we limit it to
> education?)
> > to be contextual and "latitudinal" (studying not just schools and
> educators
> > but all of the influences, family, church, school, and other social
> > phenomena and institutions that tend to educate either directly or
> > indirectly) or whether she succumbed to the scholarly temptation of the
> > "abridgement of history", the tendency to oversimplify the past
> by viewing
> > it strictly through the lens of the present.
> >
> > -----Original Message-----
> > From: kber@EARTHLINK.NET [mailto:kber@EARTHLINK.NET]
> > Sent: Monday, February 25, 2002 9:18 PM
> > To: ARN-L@listsrva.CUA.EDU
> > Subject: a second selection from Cremins
> >
> >
> > which might help people understand why I value him so highly
> >
> >
> > Ken
> >
> >
> > Cremin on:
> > An approach to educational history
> >
> > My argument in these lectures has been for renewed attention to
> > context, complexity, and relationship
> > in our discussions of education, past, present, and future. Contrary
> > to the drift of a good deal of
> > scholarly opinion during the past ten years, I happen to believe that
> > on balance the American education
> > system has contributed significantly to the advancement of liberty,
> > equality, and fraternity, in that
> > complementarity and tension that mark the relations among them in a
> > free society. I have reached that
> > belief on the basis of evidence that is admittedly mixed and with a
> > willingness to grant major
> > imperfections in performance. The institutions of American education
> > are human institutions; they have
> > been guilty of their full share of evil, venality, and failure, and my
> > phrase "on balance" is intended to
> > take account of the fact. But it is also intended to convey my sense
> > that the aspirations of American
> > education have been more noble than base, and that its performance
> > over the past two centuries has
> > been more liberating of a greater diversity of human energies and
> > potentialities than has been the case
> > in most other eras and in most other places. As a historian, I believe
> > it is important to make
> > judgments, but I also believe that the judgments should be of this
> > world and not some other.
> >
> > However that may be, my judgment in this matter is less important than
> > the fundamental fact of
> > complexity. I do not mean to suggest that the educational system is so
> > complicated and intractable that
> > nothing should be done until we learn more. I mean rather to urge that
> > we go beyond studies that
> > analyze the family or the church or the school or television in
> > isolation and then pronounce on their
> > educational effects, and beyond studies that scrutinize people through
> > a single lens of class or race or
> > religion or ethnicity and, once again, pronounce on educational
> > outcomes. Individual institutions and
> > individual variables are important, to be sure; but it is the ways in
> > which they pattern themselves and
> > relate to one another that give them their educational significance,
> > and the ways in which their outcomes
> > confirm, complement, or contradict one another that determine their
> > educational effects. In sum,
> > complexity has marked American education from the beginning, and I
> > would hope for a renewed
> > appreciation of the inescapable fact of complexity in our discussions
> > of educational theory and policy
> > during the years immediately ahead.
> >
> > From Traditions of American education, pp. 127-128.
> >
> >
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