Our editors will review what youve submitted and determine whether to revise the article. Hollis Caswell (1901-1989) He believes that subject matter is developed around the interest of the learners and their social functions. 1977. Social Reconstruction: The Controversy over the Textbooks of Harold Rugg. Rugg was a cofounder of the National Council for the Social Studies and edited yearbooks for a number of respected educational organizations. Journal of Thought Section II presents Rugg's rationale for his approach, derived from the educational, social, political,,economici and aesthetic experiences he-had at Teachers College, Columbia. As he told the press in 1940, its the kind of book I want my children to have. Rugg was born in Fitchburg, Massachusetts, the son of a carpenter. Rugg was born on January 17, 1886, in Fitchburg, Massachusetts. Durham, NC: Duke University Press. NELSON, MURRY "Rugg, Harold (18861960) To fill some of these gaps this paper will briefly focus on the Depression . At Dartmouth he earned his B.S. Encyclopedia.com. The Foundations of Curriculum-Making: Twenty-Sixth Yearbook of the National Society for the Study of Education. In 1911 he entered the University of Illinois, where he taught engineering and did graduate work in education and sociology under the direction of William C. Bagley. This item is part of a JSTOR Collection. During and after the 1930s Rugg was a leading spokes-person for the reconstructionist point of viewthat is, the view that formal education could, and should, be utilized as an agent of social change. The Englewood, New Jersey Board of Education, on which Forbes served, found no hint of communism in Rugg's textbooks. For terms and use, please refer to our Terms and Conditions In this controversy, these groups accused Rugg of anti-Americanism, socialist or communist leanings, as well as anticapitalism. This summers spate of state-level bills aimed at censoring the content of history teaching in public school classroomsbills that have made much of the supposed double threat of critical race theory and the New York Times 1619 Projectmight seem somewhat random. Although there is no full-scale biography of Rugg, his own That Men May Understand (1941) is a semi-autobiographical work. His views were widely distributed, and Rugg has been credited with consolidating social sciences and creating a curriculum for the consolidated subject. His two most important books during this early phase of his career were Statistical Methods Applied to Education (1917), which became a standard in the field, and The Child-Centered School (1926, with Ann Shumaker), which historian Lawrence A. Cremin refers to as "the characteristic progressivist work of the twenties.". ." Rugg, however, gained more notoriety because of the enormous popularity of his textbooks. The acceptance rate is approximately 25 percent. On September 4, 1912, Rugg married Bertha Miller; they adopted two children. The pattern of conservative backlash against progressive educations approach to teaching social issues was well-established by the 1950s. Democracy and the Curriculum. Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences, Historical Inquiry, Philosophical Inquiry-Speculative Essay, Classics of Curriculum Literature, Curriculum Aims and Objectives, Curriculum History, Literature of Curriculum, Secondary School Curriculum, Curriculum Professors, Curriculum Frameworks, To print the citation, use CTRL-P for PC or P for Mac, Home | He died in 1960 at Woodstock, New York, his home since his marriage in 1947 to his third wife, Elizabeth May Howe Page. The Slate Group LLC. Go to. The School Curriculum, 1825-1890 - Harold Rugg, 1927 - SAGE Journals NELSON, MURRY R. 1978. This interest inspired him to gain a doctorate in education at the University of Illinois in 1915, and he began a college teaching career at the University of Chicago, where he taught until 1920. It is important to examine the works of Harold O. Rugg and Carter G. . Rugg, however, did not get very involved in the duties and tasks of such organizations, instead concentrating on his own research and writing projects. Rugg moved in 1920 to Teachers College, Columbia University, and its affiliated laboratory for educational reform, the Lincoln School. "Rugg, Harold, American Life and the School Curriculum: Next - STARS Carbone, Peter. Learn how and when to remove this template message, https://en.wikipedia.org/w/index.php?title=Harold_Rugg&oldid=1134609193, Fellows of the American Statistical Association, Articles needing additional references from May 2022, All articles needing additional references, Articles with unsourced statements from May 2022, Creative Commons Attribution-ShareAlike License 4.0, 1915 - Ph.D. in education from University of Illinois, 1909-1910 - Missouri Pacific Railroad Civil Engineer, 1910-1911 - James Millikin University Professor, 1915-1920 - University of Chicago Professor, 1920-1951 - Columbia University - Professor, This page was last edited on 19 January 2023, at 14:57. Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. To date, social reconstruction is only a by word in most texts that deal with the Progressive Era or progressive education, perhaps, because Rugg and Counts, the two most visible proponents, sought and received the . Following his retirement in 1951, Rugg continued his study of creativity for the remaining nine years of his life. Yonkers-on-Hudson, NY: World Book. In 1947 he published Foundations for American Education, long the most comprehensive treatment of the subject, and the 1950s found him in the front rank of those searching for the secrets of the creative process. His contributions to the foundations of social education, includ- ing an emphasis on the study of controversial issues and social problems, and an interdisciplinary program have been well documented.2 According to one social educator, many of Rugg' s ideas 44 . The University of Texas at Austin ProQuest Dissertations Publishing, 1989. They write new content and verify and edit content received from contributors. The Social and Educational Thought of Harold Rugg. Therefore, that information is unavailable for most Encyclopedia.com content. Although the books were warmly received and widely read when they first appeared, the series was considered subversive in some conservative quarters and as a result was eventually dropped by most of the school districts that had used it. Harold Rugg IS usually remembered as one of a group of professor-reformers (sometimes referred to as the "reconstructionist wing" of the progressive education movement) whose educational philosophy included the tenet that the school ought to be in the vanguard of social change. By doing so, the textbooksone conservative parent told a school board meetingreduced the English language to the language of the ghetto., Outraged white parents took to the streets to defend their children from exposure to such words and ideas. In addition to the MLA, Chicago, and APA styles, your school, university, publication, or institution may have its own requirements for citations. The experience Rugg gained at Chicago led in turn to a post with Edward L. Thorndike's U.S. Army Committee on the Classification of Mark Phillips, The Seven Arts and Harold Rugg (unpublished Master's thesis, Columbia University, 1961). "Curriculum Change as a Social Process: An Historical Perspective on the Curriculum Ideas of Alice Miel." Journal of Curriculum and Supervision 13:30-55. [citation needed], In 1922 he was elected as a fellow of the American Statistical Association.[3]. His contributions to curriculum-building from the nursery school to graduate and professional training His research in motion pictures, in radio, tributions, those to higher education may most appropriately be singled out for comment here. 1927. Nelson, Murry R. 1977. The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies education. Bloomington, IL: Public School Publishing. In Binghamton, New York, for instance, the school superintendent had read the books and liked them. PDF International Journal of Social Education Volume 22, Number 2, Fall New York: Doubleday, Doran. PDF What Would He Say? Harold O. Rugg and Contemporary Issues in - Springer For terms and use, please refer to our Terms and Conditions For terms and use, please refer to our Terms and Conditions Corrections? He was a large man with a commanding presence. During his stint with the Thorndike committee, Rugg had become interested in the work of a number of contemporary social critics, and his intellectual interests began to shift from engineering and statistics to the social sciences. All rights reserved. Harold Ordway Rugg, Ann Shumaker Snippet . Rugg's final book, Imagination, which represented the culmination of his career-long effort to understand the creative process, was published posthumously in 1963. The fact that the textbooks written by Columbia professor Harold Rugg were widely popular and had been used for years in schools across America did not matter. While every effort has been made to follow citation style rules, there may be some discrepancies. //]]>. Rugg, however, gained more notoriety because of the enormous popularity of his textbooks. This work had a major impact on Progressive educators and remains an excellent explanation and critique of this topic. "The Conquest of America; A History of American Civilization: Economic and Social" stresses geographical factors in history and the class base of American society. "Harold Rugg The Advertising Federation of America, or AFA, and the American Legion felt that these topics undermined the stability of American society. His A History of American Civilizationl Economic and Social (1930) became something of a bestseller. About | 3786. . The anti-Rugg crusaders, even if they did not know much about the actual Rugg textbooks, narrowed the curriculum and steered children away from any topic that might cause similar outrage. Accessibility Statement. CIRS Rugg also believed that the best way to engage students in social studies was to approach the material from a social-justice perspective, so he advocated focusing the curriculum on students investigations of social problems.
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