James Bryant Conant and Equality of Educational Opportunity

Autor/in	Urban, Wayne J.
Titel	James Bryant Conant and Equality of Educational Opportunity
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 46 (2010) 1-2, S.193-205 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
Schlagwörter	Higher Education; Academically Gifted; Citizenship Education; Educational Practices; Socioeconomic Background; Equal Education; Social Justice; Biographies; Scholarships; Role of Education; Educational History; Educational Policy; Policy Analysis; Educational Philosophy; Public Education; Politics of Education; Educational Environment; Access to Education; High Achievement; College Presidents; Standardized Tests; Massachusetts; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungspraxis; Sozioökonomische Lage; Soziale Gerechtigkeit; Biography; Biografie; Biographie; Scholarship; Stipendium; Bildungsauftrag; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsphilosophie; Erziehungsphilosophie; Öffentliche Erziehung; Educational policy; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Access; Bildung; Zugang; Bildungszugang; College president; Hochschulpräsident; Standadised tests; Standardisierter Test; Master-Studiengang
Abstract	This essay critically examines the commitment of James Bryant Conant to equality of opportunity as a guide for educational practice in his own era and in contemporary society. Noted chemist, president of Harvard University from the 1930s through the early 1950s, and noted analyst of the American high school from the time of publication of his "American High School Today" in the late 1950s, Conant championed a system of educational opportunity that sought to enrich society with the contribution of high academic achievers, whatever their social background. This idea was controversial during Conant's tenure at Harvard, as he tried to open admission to students deserving academically, but not possessed of the normal social and familial backgrounds of Harvard alumni. In addition to seeing equalising educational opportunity as a broadening of the college population, Conant also understood the value of a political sense of educational opportunity, one that sought effective citizenship education for all students, and thought that the public school was the best institution for such effort. In spite of his dual commitment, Conant in a variety of ways emphasised expanding opportunity for gifted students from all backgrounds over citizenship education for all students. The historically bounded character of his commitment is emphasised in the essay, as well as its inappropriateness as a guide for equalising educational opportunity in contemporary times. (Contains 29 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10