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More on Bagley

I wonder whether we’re far enough into the progressive reforms, which have been going on for eighty years, to benefit from a careful re-reading of earlier critics. Bagley seems especially interesting, in part for the parochial reason that he has a strong Montana connection:

In the history of education, William Chandler Bagley (1874-1946) was a strong advocate of teaching the basics or the essentials. He wrote the Essentialist Manifesto (Bagley, 1938) whereby essential knowledge for all pupils to achieve was to be identified led and taught. A common set of objectives would then be available for all to attain. Dr. Bagley was strongly opposed to any elective system. If electives are available, pupils would lose out on basic subject matter to be acquired. Knowledge identified led as the essentials would be stable and not subject to continuous change. Exacting subject matter should be taught and not subject content consisting of opinions. Dr. Bagley did not believe in teaching the social studies, since the subject matter was too subjective and amounted to a watered down curriculum. Rather, history and geography should be taught since these two separate academic disciplines have stood the test of time. Then too, history and geography have exacting content. Other social studies areas are too subjective to be called academic disciplines. Bagley believed in a kind of discipline whereby teachers could teach and pupils could learn. Pupils were to b prepared for the adult stage of development.

Bagley was opposed to the lax discipline of pupils in school in his day. He also opposed the correlated and fused curriculum; rather, history and geography should be taught as separate subjects in the curriculum. Bagley, further, opposed an activity centered curriculum in which pupils constructed models and objects of what was being studied. Dr. Bagley also was against pupil/teacher planning of the curriculum. Rather the teacher decided upon objectives, learning opportunities, and evaluation procedures.

Article Title: Philosophy Perspectives in Teaching Social Studies. Contributors: Marlow Ediger - author. Journal Title: Journal of Instructional Psychology. Volume: 27. Issue: 2. Publication Year: 2000. Page Number: 112. COPYRIGHT 2000 George Uhlig Publisher

Posted by Michael L Umphrey on 02/26 at 07:05 AM






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