Schooling and society

목차 (Table of Contents)

• CONTENTS
• SECTIONⅠ Culture and the Individual: A Question of Balance = 1
• CHAPTER 1 Discovering Schooling: An Introduction = 3
• Personal Trouble and Social Issues = 4
• The Readiness to See = 6
• The Tools and the Task = 7
• The Uses of Social Science = 8
• Suggested Readings = 10
• CHAPTER 2 Identity and the Social Order = 11
• Five Forms of Alienation = 12
• Alienation as Powerlessness = 13
• Alienation as Meaninglessness = 15
• Alienation as Normlessness = 15
• Alienation as Isolation = 16
• Alienation as Self-Estrangement = 17
• The Social Goals of Education = 18
• Education as Cultural Transmission = 19
• Education as Individual Growth = 21
• Education as Democratic Process = 23
• Summary = 27
• Suggested Readings = 28
• CHAPTER 3 The Question of Human Nature = 30
• Introduction = 30
• Why Worry about Human Nature? = 30
• Diggmg Out Our Assumptions about Human Nature = 31
• Two Cultures = 33
• The BaMbuti = 33
• The Ik = 36
• Lessons from Two Cultures = 40
• The Dangers of Ethnocentrism = 40
• Two Rigid Conceptions of Human Nature: Good vs. Evil = 41
• The Lazy Fallcy = 42
• The Open Encounter = 43
• Conclusion: Human Nature and Education = 45
• Suggested Readings = 47
• CHAPTER 4 Culture and the Individual: The Vital Connection = 49
• Humans as World Builders = 49
• Ordering Behavior = 50
• Cultural Universals = 51
• Cultural Specialties = 52
• Cultural Alternatives = 52
• Individual Peculiarities = 53
• Education and the Cultural Core = 53
• Idealizing Core Volues = 54
• The Social Functions of Norms = 55
• Manifest and Latent Functions = 56
• Enforcing Cultural Norms = 56
• The Infant, the Language, and the Culture = 57
• Language and the Self = 57
• Socialization and the Generalized Other = 58
• Culture as Tyranny and Opportunity = 59
• Externalization, Objectivation, and Internalization = 60
• Habit = 61
• Surmmary = 62
• Suggested Readings = 62
• Summary of SectionⅠ = 64
• SECTIONⅡ Education and American Society: A Question of Alms and Values = 67
• CHAPTER 5 Some American Values = 69
• Introduction = 69
• Striving and Success = 70
• Activity = 72
• Relationship with Nature = 73
• Competition = 73
• Individualsim = 74
• Independence and Individualsim = 74
• Ambition, Independence, and Competition in School = 75
• Conformity = 78
• Obedience = 85
• The Milgram Experiment = 81
• The Meaning of Milgram's Findings = 83
• Obedience and Education = 85
• Democracy = 85
• Competing Values = 88
• Emerging Values = 89
• Suggested Readings = 91
• CHAPTER 6 The American Family and Education = 94
• Studying the Family = 94
• What Are Families For? = 95
• The History of the American Family = 97
• The Premodern Family = 97
• The American Family: Early Patterns = 97
• Changing Patterns in the American Family = 100
• The New Emotionalism = 100
• Egoism = 100
• Equalization of Roles = 101
• Shrinking Family Functions = 101
• Divorce = 102
• Social Consequences of Divorce = 104
• Women Who Work Outside the Home = 105
• Fathering = 110
• Television: The Child's Companion = 111
• The Dilemma of the Modern Family = 114
• The Meaning of Family: A Summary = 115
• The Response of Schools to the Changing Family = 115
• New Directions in Education = 116
• Hazards of Ignoring Family Problems = 116
• Schools as Mediating Institutions = 117
• Summary = 119
• Suggested Readings = 120
• CHAPTER 7 Civic Education = 122
• The Political Connection = 122
• A Definition of Civic Education = 123
• Political and Civic Education in Our Early History = 124
• Early Schoolbooks = 125
• Thee New England Primer = 126
• Webster's Speller = 128
• McGitffey's Readers = 129
• Other Influences = 133
• Te Northwest Ordinance = 133
• Horace Mann's Influence = 134
• Civic Education in Popular Culture = 137
• Civic Education and the Development of the Intellect = 138
• Religion in Education = 140
• Early Views on Religion and Education = 141
• The Public School Era = 143
• Separation of Church and State = 145
• How Courts Operate = 146
• Religion and Education in the Courts = 147
• Summary = 150
• Moral Education in Practice = 150
• Values Clarification = 152
• Kohlberg's Stages of Moral Development = 154
• Literacy and Moral Education = 156
• John Dewey's Conception of Moral Education = 159
• Institutional Supports for Moral Education = 161
• Summary = 163
• Suggested Readings = 164
• CHAPTER 8 Educational Aims for American Society = 166
• Changes in Confidence = 168
• Human Problems = 171
• The Tragedy of the Commons = 171
• Why Don't People Cooperate? = 172
• The New Privatism = 175
• National Problems and Educational Aims = 176
• What Are Educational Aims? = 177
• Some Options for Education = 178
• The Philistine = 178
• The Case against Philistine Aims = 180
• The Bohemian = 181
• The Case against Bohemian Aims = 182
• The Creative Individual = 183
• The Case for Creative Individualism = 183
• Summary = 184
• Suggested Readings = 185
• Summary of SectionⅡ = 187
• SECTIONⅢ The Teaching Profession: Ideals and Realities = 191
• CHAPTER 9 Teacher Backgrounds: What Teachers Bring with Them to the School = 193
• Introduction = 193
• Social-class Origins of Teacher = 193
• Teaching Salaries and Upward Mobility = 194
• The Financial Standing of Teachers = 197
• Women and Teaching = 198
• Primary Motives for Teaching = 198
• Secondary Motives for Teaching = 199
• Motives for Teaching and Conservative Bias = 200
• Social Class and Teacher Satisfaction = 201
• Teacher Dissatisfaction = 202
• The Rewards of Teaching = 211
• Understanding of the Elements of Teacher Satisfaction = 214
• Steps in a Positive Direction = 215
• Summary = 218
• Suggested Readings = 220
• CHAPTER 10 Teachers' Careers = 223
• Introduction = 223
• Stage 1. Early Adulthood: Initiation and Socialization (Ages Twenty-one through Twenty-eight) = 225
• The Problem of Under-Commitment = 225
• The Problem of Early Commitment = 226
• Career Dreams = 226
• Reality Shocks = 228
• Survival = 234
• Who Survives and Why? = 235
• Trading on the Teaching Triangle = 238
• Stage 2. The Age Thirty Transition: Reassessment and Connection (Ages Twenty-eight through Thirty-three) = 239
• Separating from Mentors = 240
• Separating from Students = 241
• Separating Imposed Structures = 242
• Separating from the First Jobs = 242
• On the Way to Becoming One's Own Person = 243
• Separation and Connection = 243
• Stage 3. Settling Down: Using Old Skills atid Finding New Ones (Ages Thirty-three through Forty-four) = 244
• Stage 4 The Midlife Transition: Coming to Terms (Ages Forty through Fifty to Fifty-five) = 246
• Men Teachers in the Midlife Transition = 246
• Women Teachers in the Midlife Transition = 247
• Relationships with Students = 247
• Midlife Relationships with Fellow Teachers = 248
• Stage 5. Midlife: Taking Stock and Self-Acceptance (Ages Fifty to Fifty-five through Retirement) = 248
• Motives, Career Dreams, and the Power of Idealism = 251
• Summary = 253
• Suggested Readings = 255
• Summary of SectionⅢ = 257
• SECTIONⅣ The School as a Social System: Institutionalizing Educational Aims = 261
• CHAPTER 11 Studying Institutions: Bureaucracy and Education = 263
• Introduction = 263
• Institutions: What Are They? = 263
• A Definition of Status = 265
• Status and Power = 265
• A Definition of Role = 265
• A Brief Review = 266
• Functions of Institutions, Statuses, and Roles = 267
• Internalizing Roles: An Unconscious Process = 268
• Studying Institutions = 268
• Two Model for Stuyding Institutions = 269
• What Are Schoo Like? = 270
• Buraeaucratic Schools = 270
• Characteristics of Bureaucracy = 271
• Function and Dysfunctions of Bureaucracies = 274
• The Posilive Side of Bureauciacy = 276
• Teacher Troubles and the Experience of Bureaucracy = 278
• Bureaucracy, Technology and Teacher Alienation = 284
• Reform and the Future of the Education Profession = 285
• Minimum Competency Testing = 285
• Observation Instruments = 288
• Teacher Empowerment = 292
• Summary = 294
• Suggested Readings = 296
• CHAPTER 12 Schools as Total Institutions = 299
• Introduction = 299
• Chm-adelistics of Total Itistitutions = 299
• Schools as Total IiiAlitutioiis = 301
• Client and Staff Behavior in Total Institutions = 302
• Client-staff Friction = 303
• Stereotyping = 303
• Surveillance = 303
• Invasion of Selfhood: Violating the Informational Reserve = 304
• Obedience Systems = 304
• Privilege Systems = 305
• The Objectivist and Subjectivist Perspectives Revisited = 305
• Summary = 306
• Suggested Readings = 306
• CHAPTER 13 The Student's View of the School = 307
• Introduction = 307
• Conformity = 307
• Rebellion = 309
• Making Do = 311
• Summary = 319
• Suggested Readings = 320
• CHAPTER 14 The Teacher's View of the School = 323
• Introduction = 323
• The Teacher-Student Relationship = 323
• The Desire for Primary Relationships = 323
• Getting into the Role = 324
• Socialization by Default = 325
• Social Distance = 326
• Devices for Maintaining Social Distance = 327
• Social Distance and Teacher Authority = 328
• The Teacher-Student Relationship and the Classroom Audience = 329
• The Uses of Power and Authority = 329
• Types of Authority: Personal Power and Positional Power = 330
• Teacher and the Institution = 331
• Teacher Beliefs = 331
• Creating Personal Authority = 332
• Teacher-Teacher Interaction = 334
• The Need for Allies = 334
• Teacher Insularity = 334
• The Functions of Isolation = 336
• The Dysfunction of Isolation = 336
• Overcoming Teacher Isolation = 337
• The Teacher-Parent Relationship = 340
• Parents as Potential "Troublemakers" = 341
• Dealing with Parents = 341
• The Teacher- Principal Relationship = 342
• Summary = 343
• Suggested Readings = 344
• CHAPTER 15 Bureaucratic Education: Its Supporters and Critics = 346
• Introduction = 346
• Lessons from the Bureaucracy = 346
• Ten Components of the Bureaucratic Mentality = 347
• The Power of the Hidden Curriculum = 350
• Parsons on the Hidden Curriculum = 351
• The Critics' Contentions = 352
• Who Defends Bureaucratic Education? = 353
• Efficiency and the History of Education = 353
• Recent Examples of School Bureaucratization = 355
• The Further Bureaucratization of Education = 355
• The Larger Picture = 357
• The Future of Bureaucracy in Education = 359
• Summary = 363
• Suggested Readings = 364
• CHAPTER 16 Educational Aims Revisited = 366
• Introduction: Three Necessities for Education = 366
• Creative Intelligence = 366
• What Is Intelligence? = 366
• The Critics Contentions = 367
• Research on Thinking = 368
• Schools and the Status Quo = 370
• Aiming for Intelligence = 371
• Training for Creative Intelligence = 372
• Thinking and Subject Matter = 373
• Democracy of the Intellect = 375
• Cooperation = 376
• Schooling and Competition = 376
• Alternative Reward Structures = 377
• The Consequences of Competitive Classrooms = 377
• Cooperative vs. Competitive Classrooms = 378
• Is Cooperative Education the Answer? = 381
• Privatism and Self-Respect = 382
• Schools and Self-Respect = 383
• Working the System = 384
• Research on Impression Management in Schools = 384
• Teaching Self-Respect = 385
• Changing Self-Concepts = 387
• Summary = 388
• Suggested Readings = 389
• Summary of SectionⅣ = 392
• SECTIONⅤ Social Class and Education: Balancing Equity and Equality = 395
• CHAPTER 17 Social Class in American Society = 397
• Introduction = 397
• Defining Social Class = 397
• Criteria for Ranking = 398
• America's Five Classes = 399
• Class Ⅰ (The Upper Class) = 399
• Class Ⅱ (The Upper-Middle Class) = 402
• Class Ⅲ (The Lower-Middle Class) = 405
• Class Ⅳ (The Working Class) = 407
• Class Ⅴ (The Lower Class) = 412
• The Distribution of Income and Wealth in America = 417
• Trouble in the American Dream = 420
• The Consequence of Class = 421
• Life Expectancy and Class = 422
• Happiness and Class = 422
• Mental Health and Social Class = 423
• Justice = 424
• Summary = 425
• Suggested Readings = 426
• CHAPTER 18 Equal Educational Opportunity and the Ideology of Stratification = 428
• Introduction = 428
• The Founding Fathers View of Equality = 428
• The Conservative View of Human Nature = 429
• The Conservative View of Government = 431
• Conservatism and Equality = 432
• The Liberal View of Human Nature = 433
• The Liberal View of Government = 433
• Liberalism and Equality = 435
• Conservative and Liberal Views on Education = 436
• Drawing Your Own Conclusions = 438
• Updating the Stratification Debate = 438
• The Conservative Ideology of Stratification = 439
• The Liberal Ideology of Stratification = 440
• Self-Interest and Inequality = 442
• Teachers and Inequality = 444
• Summary = 447
• Suggested Readings = 447
• CHAPTER 9 Social Class and Child Rearing: What Children Bring with Them to School = 449
• Introduction = 449
• Growing Up Poor = 451
• Out of Sight and Out of Mind = 451
• The Experience of Poverty = 452
• The Special Strengths of Poor Children = 454
• Child-Rearing among the Poor = 455
• The Poor Child Goes to School = 457
• The Aspirations of Poor Families = 458
• Growing Up in the Middle Class = 459
• Middle-Class Aspirations = 460
• Middle-Class Family Values = 461
• Children of Privilege = 463
• Child Rearing and Wealth = 464
• Coping with Wealth = 465
• The Aspiration of the Wealthy = 466
• Summary = 467
• Suggested Readings = 469
• CHAPTER 20 Schooling and the Stigma of Poverty = 471
• The Meaning of Stigma = 472
• Stigma and Schooling = 472
• Stigma and Self-Esteem = 474
• Stigma and Self-Fulfilling Prophecy = 474
• The Phenomenon of Learned Helplessness = 476
• Learned Helplessness in School = 477
• The School Career of Poor Students = 478
• The Stigmatizing Process = 480
• The Vicious Circle = 482
• Reversing the Vicious Circle = 485
• Summary = 487
• Suggested Readings = 487
• CHAPTER 21 Education and the American Meritocracy = 490
• Introduction = 490
• Examining the Meritocracy Hypothcsls = 490
• Elements of a Meritocratic Society = 490
• Testing the Hypothesis of Meritocracy = 491
• Other Evidence of an Expanding Meritocracy = 493
• Summing Up the Hypothesis of Meritocracy = 500
• Equality in Schooling: The Current Debate = 501
• Inequality in Society = 501
• The Hereditarian Position = 501
• Classical Liberalism = 503
• The New Egalitarians = 505
• Summary = 509
• Suggested Readings = 510
• CHAPTER 22 Race, Poverty, Democracy, and the Common School = 512
• The Politics of Inclusion = 512
• Prejudice, Discrimitiation, and Racision = 513
• Theories of Prejudice = 514
• Group Conflict Theories = 514
• Social Learning Theory = 515
• Cognitive Process Theories = 517
• Psychodynamic Theories = 518
• A Comparison of the Four Theories of Prejudice = 519
• Reducing Prejudice = 519
• Role Playing = 520
• Group Contact = 520
• Passing Laws = 521
• Black Education: The Struggle for Access to the Common School = 522
• From Slavery to Emancipation = 522
• From Civil War to Civil Rights = 524
• The Brown Decision = 526
• The Quest of Civil Rights = 529
• The Effects of Integration = 531
• The Initial Debate = 531
• Characteritics of Good Research = 532
• Effects of Integration on the Academic Achievement of Students = 533
• Effects of Integration on the Self-Confidence of Students = 534
• Long-Term Effects of Integration = 535
• Other Factors Influencing the Achievement of Black Students = 536
• Integration and the Push for Equality What Has Been Achieved? = 537
• What Has Been Accomplished? (The Glass Is Half Full) = 538
• Problems That Persist (The Glass Is Half Empty) = 540
• Present Trends and the Future of Public Education = 544
• Desegrquation Trends = 544
• Demographic Trends = 545
• Summary = 547
• Suggested Readings = 549
• Summary of SectionⅤ = 551
• SECTIONⅥ Improving Schools: Balancing Quality and Equal = 555
• CHAPTER 23 Revising Education: Multiple Calls for Educational Change = 557
• Introduction = 557
• The Pendulum of Reform in Education = 558
• What the Major Commission Reports Have in Common = 559
• Public Issues and Private Interests = 559
• Documenting the Decline = 560
• Explaining ihe Decline = 561
• Sounding the Alarm = 562
• Common Assumptions = 562
• A Common Criticism = 563
• The Commissions and Their Constituencies = 564
• Economic and Technical Excellence Report = 565
• Academic Excellence Reports = 568
• the Institutional Excllence Reports = 575
• The Excellence and Equity Reports = 580
• The Future Outlook = 583
• Summary = 583
• Suggested Readings = 586
• CHAPTER 24 Making Schools Work = 588
• Introduction = 588
• Research in Education = 588
• Early Research = 589
• Large-Scale Research = 590
• Responses to the Coleman Report = 593
• Process-Product Research = 594
• Some Cautionary Notes = 597
• The Importance of Aims = 599
• School Climate Research = 600
• School Improvement Strategies = 602
• The Uses of Educational Research = 604
• Things to Try and Things to Do = 605
• Summary = 606
• Suggested Readings = 607
• Summary of SectionⅥ = 611
• Name Index = 613
• Subject Index = 618