Deck 7: Diversity and Equity: Schooling and American Indians

Question 1

What are Conant's ideological and political-economic justifications for the system of tracking, or ability grouping? Are these justifications consistent with what John Dewey called the "moral meaning" of democracy, namely, that all social institutions should contribute to the "all-around growth of every member of society"? Defend your view.

Answer 1

Conant's ideological and political-economic justifications for the system of tracking, or ability grouping, are based on the belief that it allows for the most efficient allocation of resources and the maximization of individual potential. In his view, tracking allows for students to be placed in classes that align with their abilities, which can lead to better educational outcomes for all students. Additionally, Conant argues that tracking can help to identify and nurture students with exceptional talents, ultimately benefiting society as a whole.

However, these justifications are not consistent with John Dewey's "moral meaning" of democracy, which emphasizes the all-around growth of every member of society. Dewey believed that all social institutions, including education, should strive to promote the development of each individual in a holistic manner, rather than sorting them based on perceived abilities.

From this perspective, Conant's system of tracking could be seen as contradictory to the principles of democracy, as it may perpetuate inequality and limit the opportunities for certain groups of students. Instead of fostering the all-around growth of every member of society, tracking could potentially reinforce existing social divisions and hinder the development of students who are not placed in the highest tracks.

In conclusion, while Conant's justifications for tracking may have practical and economic reasoning, they do not align with the moral meaning of democracy as proposed by John Dewey. The focus on individual abilities over the holistic development of all students could contribute to a less equitable and inclusive educational system, ultimately undermining the principles of democracy.

Question 2

Conant stated, "I doubt if society can make a graver mistake than to provide advanced higher education of a specialized nature for men and women who are unable to subsequently use this training." However, today we place great emphasis on preparing every student for college or university study. Take a position with regard to these two extremes in ideology and defend your view.

Answer 2

I believe that both Conant's statement and the emphasis on preparing every student for college or university study have valid points, but ultimately, I lean towards a more balanced approach.

Conant's statement highlights the potential danger of providing advanced higher education to individuals who may not be able to utilize their training effectively. This is a valid concern, as it can lead to underemployment and student debt without a clear path to a successful career. It is important to consider the practical applicability of the education being provided and ensure that students are adequately prepared for the workforce.

On the other hand, the emphasis on preparing every student for college or university study reflects a commitment to providing equal opportunities for all individuals to pursue higher education. This can be empowering for students who aspire to further their education and can lead to a more educated and skilled workforce. It also aligns with the idea of promoting lifelong learning and personal development.

However, I believe that a balanced approach is necessary. Not every student may be best suited for traditional college or university study, and there should be a focus on providing alternative pathways such as vocational training, apprenticeships, or trade schools. It is important to recognize and support diverse career paths and skill sets, and to ensure that all individuals have access to education and training that aligns with their interests and abilities.

In conclusion, while it is important to emphasize the value of education and preparation for higher learning, it is equally important to consider the practical implications and ensure that individuals have the opportunity to pursue education and training that is meaningful and relevant to their future career prospects. A balanced approach that recognizes the diverse needs and aspirations of students is essential in shaping a successful educational system.

Question 3

Although Van Doren wrote well after the progressive revolution in American schooling, it could be argued that his educational view is significantly grounded in Jeffersonian educational ideals. Evaluate that assertion, and evaluate also the degree to which Van Doren's viewpoint addresses your assessment of the needs of modern society.

Answer 3

Although Van Doren wrote well after the progressive revolution in American schooling, it could be argued that his educational view is significantly grounded in Jeffersonian educational ideals. Van Doren emphasized the importance of a liberal arts education, critical thinking, and the cultivation of a well-rounded individual. These ideals align with Jefferson's vision of education as a means to cultivate enlightened citizens capable of participating in democratic society.

Furthermore, Van Doren's emphasis on the value of intellectual curiosity and lifelong learning also reflects Jefferson's belief in the importance of an educated citizenry for the success of a democratic society. Both Jefferson and Van Doren saw education as essential for developing individuals who could contribute to the betterment of society.

In terms of addressing the needs of modern society, Van Doren's viewpoint still holds relevance. In today's rapidly changing world, the ability to think critically, adapt to new challenges, and engage in lifelong learning is more important than ever. The emphasis on a well-rounded education that includes the humanities, arts, and sciences also aligns with the need for individuals who can navigate complex and diverse global issues.

Overall, while Van Doren wrote well after the progressive revolution in American schooling, his educational view is indeed significantly grounded in Jeffersonian educational ideals and remains relevant in addressing the needs of modern society.

Question 4

In your view, which educational thinker-Conant or Van Doren-offers an educational vision that is more likely to serve the needs of all members of a diverse society such as our own: male and female, rich and poor, European American, Hispanic American, African-American, Asian American, and other groups?

Question 5

Explain why it might be argued that Conant's educational recommendations reinforced social class advantages (and disadvantages) and tended to cement existing class lines. Do you agree or disagree with this argument? Support your perspective.

Question 6

President Dwight D. Eisenhower's reference to the "military-industrial complex" was intended to describe

A) Soviet communism.
B) higher education in America.
C) the postwar political economy of the United States.
D) All of these answers are correct.

Question 7

Conant's support of the Scholastic Aptitude Test was consistent with

A) a social efficiency approach to education.
B) a belief in scientific measurement of inherent abilities.
C) new liberal ideology.
D) All of these answers are correct.

Question 8

The Council for Basic Education supported an educational view most similar to that of

A) Admiral Hyman Rickover.
B) James B. Conant.
C) Mark Van Doren.
D) All of these answers are correct.

Question 9

Conant believed that the improvement of American public secondary education required

A) fundamental changes in American schooling.
B) no radical changes in American secondary education.
C) the elimination of vocational education programs.
D) All of these answers are correct.

Question 10

For Conant, the comprehensive high school

A) developed a strong life-adjustment curriculum.
B) enrolled nearly all students in vocational education.
C) offered academic and vocational programs to respond to students' measured intellectual abilities.
D) All of these answers are correct.

Question 11

In emphasizing academic programs for "gifted" and "talented" youth, Conant

A) separated himself from his contemporaries.
B) embraced a view commonly held by educational leaders at that time.
C) rejected the concept of meritocracy.
D) All of these answers are correct.

Question 12

"The divided world" concept was important to Conant because

A) schools were to play an important role in competition with Soviet communism.
B) public awareness of "the divided world" would stimulate public support for schools.
C) it pointed to the importance of science and technology education.
D) All of these answers are correct.

Question 13

Conant believed that vocational education

A) could be a tool for building unity between rich and poor.
B) was anti-democratic.
C) belonged in separate schools.
D) All of these answers are correct.

Question 14

In its approach to vocational education for African-American students, Conant's advocacy of differentiated curricula resembled that of

A) Charles Eliot.
B) John Collier.
C) Booker T. Washington.
D) All of these answers are correct.

Question 15

In "Education for All" Van Doren's educational views are most similar to those of

A) Thomas Jefferson.
B) Charles Eliot.
C) Booker T. Washington.
D) All of these answers are correct.

Question 16

The "selective function" of schooling contributes to

A) social stratification.
B) students' receiving the kind of education best suited for them.
C) the democratization of education.
D) All of these answers are correct.

Question 17

Van Doren's opposition to education for social efficiency most resembles the opinions of

A) Booker T. Washington.
B) Charles Eliot.
C) Orestes Brownson.
D) All of these answers are correct.

Question 18

The reason Conant believed that only 15 to 20 percent of students should move on to higher education was that

A) such a policy would keep back less advanced students until they were ready for college.
B) society would be able to put more resources into colleges, due to the smaller number of students.
C) it would serve society better if most students would focus on practical, vocational goals during their schooling.
D) not all students know what they want to be and therefore do not truly need college.

Question 19

Conant believed guidance counselors played a critical role in

A) keeping wealthier students out of vocational coursework.
B) helping students sort out their moral values.
C) helping to sort students according to ability.
D) All of these answers are correct.

Question 20

Conant found that by mixing students of vastly different backgrounds, American schools

A) were able to find the 20 percent more efficiently.
B) lacked the education students needed and Europe had.
C) would unite all for a truly common academic curriculum.
D) minimized the class distinctions that hurt other societies.

Question 21

Conant found that a major distinction between the Soviet Union's education and American education was the focus on the individual. Arthur Kessler _________.

A) agreed with this assumption but believed that the Soviet emphasis was preferable
B) disagreed, asserting Conant ignored the importance of vocational education
C) disagreed, believing we need to work as a society to better ourselves
D) agreed, but felt Conant was sacrificing the pursuit of knowledge to social goals

Question 22

The American economy during the 1920s and continuing to the end of World War II encountered many tumultuous circumstances. Which factor(s) contributed to the American economy during this time?

A) the ivory trade
B) 1929 stock market crash
C) New Deal legislation
D) New Deal legislation and the 1929 stock market crash

Question 23

Why was school reform supported in the post-World War II era?

A) a need to teach children socially acceptable behaviors
B) the need of schools to stress personality development
C) the neglect of traditional intellectual subjects and moral discipline for most students
D) None of these answers is correct.

Question 24

What was a main difference between James B. Conant and Mark Van Doren?

A) Conant did not believe in public education for all.
B) Conant believed in different curricula for different abilities.
C) Conant was a realist, and Van Doren was not.
D) Van Doren was against education's being practical.