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eBook details

• Title: We the Peoples: When American Education Began (Chapter 2) (Report)
• Author : American Education History Journal
• Release Date : January 01, 2007
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 203 KB

Description

"The accomplishments of Indians and their actual place in the story of the United States have never been remotely touched by ... [most] historians. The major reason for this omission is that a substantial number of practicing historians simply do not know the source documents with sufficient precision to make sense of them; ... They spend a good deal of their time stealing footnotes and ideas from each other" (Deloria 1991, x-xi). And so a familiar, if incomplete and inaccurate, narrative persists. As an initial response to Vine Deloria's challenge, this essay offers a conceptual and historiographical prologue. One general purpose is to encourage substantive consultation across research fields, particularly among specializations within the history discipline. Such conversations are overdue. Their relative dearth has pushed specialization toward intellectual fragmentation, and it has diminished the importance and quality of historical scholarship (Galloway 1997). The history of education, among other subfields, has paid a high price for this self-imposed balkanization of knowledge (Garrison 2006, 1-6; Rury 2006). A second general purpose is to stimulate curiosity about where people have learned. Borrowing from Richard Storr, who almost a half century ago urged historians of education to pursue their subject inductively, the essay eschews a definitional approach to education in order to avoid the delimiting assumption that its most significant manifestations have occurred in and around schools or other self-declared educational processes and institutions (Storr 1961). The essay follows instead what can be labeled an archaeological historical method which begins with a different assumption, namely that education is the process of cultural perpetuation and change, what others have termed social formation, and as a consequence is likely to be in part covert (Bailyn 1960). To reconstruct its past, historians search for traces of learning, whether in pottery shards, documents, or oral traditions. We look for those places in time where individuals, groups, or entire societies found themselves at the margins of the familiar. There on a precipice, as it were, they may be uniquely able to see forward and backward, possibly to learn (Tillich 1948, 237-252; Deloria 2003, 61-76). These places can instigate queries for historical research on education. John Dewey thought some could be schools, but not necessarily (Dewey 1975, 90-96). The experienced emergency may be a product of conflict, perceived sudden change of almost any sort, imagination, inquisitiveness, or a confluence of interruptions. Historians interested in education look for disturbed waters; the reconstructed contexts help establish their relative importance, which in every instance cannot be assumed (Storr 1961).

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