• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Time as a disciplinary technology in American public high schools from 1850--2000: A Foucault analytic history.
【24h】

Time as a disciplinary technology in American public high schools from 1850--2000: A Foucault analytic history.

机译：时间作为1850--2000年美国公立中学的学科技术：福柯的分析历史。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study had two purposes. The first was to use Michel Foucault's historical analytics to describe the evolution of class scheduling in American high schools from 1850 to the present. The second, using Foucault's three modes of objectification, was to examine a “traditional” (six fifty-five minute periods) class schedule in light of the fundamental purpose of American public education—the preparation of students for citizenship in a democratic society.;The historical analysis revealed that the traditional schedule evolved and became institutionalized within the social, political, economic, and legal contexts of industrialization. This historical period became known as the Age of Efficiency; whereby, efficiency was achieved through the application of principles of “scientific management.” Consistent with research that shows schooling structures tend to be isomorphic with the values of the broader society, school administration became influenced by the “cult of efficiency.” Although for more than a century reformers attempted to penetrate the hegemony of scientific management, the Carnegie unit, based essentially on the traditional class schedule and slight variations, remained firmly established as the standard for academic course credits and the justification for class scheduling.;Students learn from their total schooling experience, including both the formal, differentiated curriculum and processes and procedures explicit and implicit in administrative practices. This second influence on learning is part of what is referred to as “the hidden curriculum.” Ostensibly, at least, schooling practices are intended to optimize academic learning. An application of Foucault's three modes of objectification to a traditional class schedule revealed contradictions between the intent and effect of the traditional scheduling. Individual learning-needs become secondary to the needs of the school to maintain order and control in the name of “efficiency.” Because students must conform to the schedule, they have no control of the time relative to their formal academic self-formation. As a result of class scheduling dimension of the hidden curriculum, the docile student has only narrowly bounded opportunities to acquire an education consistent with democratic ideals.
机译：这项研究有两个目的。首先是使用米歇尔·福柯（Michel Foucault）的历史分析来描述1850年至今美国高中课程安排的演变。第二种方法是使用福柯的三种客观化模式，根据美国公共教育的基本目的（即为民主社会中的公民做准备的学生），研究“传统的”（六十五分钟）的课程表。历史分析表明，传统的时间表在工业化的社会，政治，经济和法律环境中发展并制度化。这个历史时期被称为效率时代。因此，通过应用“科学管理”原则可以提高效率。与研究表明学校结构倾向于与更广泛的社会价值观同构的研究一致，学校管理受到“效率崇拜”的影响。尽管一个多世纪以来，改革者一直试图渗透科学管理的霸主地位，但卡内基分校主要基于传统的课程表和稍有变化，仍然牢固地确立为学术课程学分的标准和课程表的合理性。从他们的整体学习经历中学习，包括正式的，有区别的课程以及在行政实践中明确和隐含的过程和程序。对学习的第二种影响是所谓的“隐藏课程”的一部分。至少在表面上，学校的实践旨在优化学术学习。将福柯的三种对象化模式应用于传统的班级计划表，揭示了传统计划表的意图和效果之间的矛盾。个人学习需求以“效率”的名义成为学校维持秩序和控制的次要需求。因为学生必须遵守时间表，所以相对于正式的学术自我形成，他们无法控制时间。由于隐藏课程的班级安排维度，温顺的学生只有有限的机会来获得与民主理想一致的教育。

著录项

  • 作者

    Guenzler, J. Thomas.;

  • 作者单位

    University of Missouri - Saint Louis.;

  • 授予单位 University of Missouri - Saint Louis.;
  • 学科 Education Administration.;Education Philosophy of.;Education History of.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 土壤学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号