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The idea of progress and the meaning of Canada in the high school history curriculum of Ontario.

机译：在安大略省的高中历史课程中，加拿大的进步思想和意义。

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摘要

This dissertation is about the origin, evolution, flowering and decline of the subject of history in Ontario high schools from the mid 1800s to the present. History as a subject separated from the classical study of the Ancient Near East, i.e. of Israel, Greece and Rome, was the child of cataclysmic events of the late eighteenth century--the Industrial Revolution, the American and the French Revolutions, which produced two dominant nineteenth century ideas: historicism, i.e. history as the story of social and economic progress, and nationalism, which produced after 1837 the story of Canada's origins in Britain and our particular national destiny. This history program was put together by Ontario elites--with compromises at certain periods to satisfy opposition classes and groups--as their version of Canada's origins in the Ancient Near East, Western Europe and Great Britain, and, later, in relation to the twentieth-century American giant. This process of building Ontario's history curriculum reached its climax in the early 1960s when a carefully woven establishment history canon was presented in yearly doses to most high school students of the province, especially those bound for university degrees.;Twentieth century cynicism brought on by devastating world wars, by the failure of science to bring happiness on earth, by the collapse of Soviet, Chinese and Eastern European communism and by the stubborn resilience of capitalism undermined this faith in progress.;Two other forces, the renewed threat in the 1970s, 80s and 90s to Canada as a separate nation and, secondly, modern education's "skills mania"--a response to restructuring capitalism's deskilling and reskilling of work--have combined with the "death of the progress" to reduce history from a core high school subject in 1960 to a marginal option in 1992. Postmodernism's contribution to this marginalization, with its dislike of "totalizing discourses," is assessed, as is the contradictory contribution of opposition histories--like the buried history of women--not only to the renewal of vital history but also to its fragmentation.;Some hope is seen for a future revival of history in the debating of modern political and social issues in high school sociology classes.
机译：本文主要论述了从1800年代中期至今的安大略省高中历史学科的起源，演变，开花和衰落。历史作为与古代近东古典研究（即以色列，希腊和罗马）的古典研究分离的主题，是18世纪后期的灾难性事件的源头，工业革命，美国和法国革命产生了两次19世纪的主要思想：历史主义，即作为社会和经济进步的历史的历史，以及民族主义，其于1837年之后产生了加拿大起源于英国和我们特定国家命运的故事。这项历史计划是由安大略省的精英们共同制定的，在一定时期内做出了妥协，以满足反对派阶级和团体的需要，以此作为加拿大起源于古代近东，西欧和英国以及后来与二十世纪的美国巨人。安大略省历史课程的建立过程在1960年代初达到了高潮，当时该省每年对大多数高中学生，特别是那些有大学学历的高中生，都精心制作了精心编制的建立历史典范。世界大战，科学未能为人类带来幸福，苏维埃，中国和东欧共产主义的瓦解以及资本主义顽强的抵御能力破坏了人们对这种进步的信念。另外两股力量是1970年代的新威胁， 80年代和90年代作为一个独立国家来到加拿大，其次，现代教育的“技能狂热”（对重组资本主义的工作和技能进行重组的一种应对措施）与“进步之死”相结合，将历史从核心层面上减少了。学校在1960年接受了边缘选项，在1992年接受了边缘选项。评估了后现代主义对这种边缘化的贡献，因为它不喜欢“全面论述”。 s是反对派历史的矛盾贡献-像女性的埋葬历史-不仅对重要历史的复兴而且是对其分裂的影响;在对现代政治和政治的辩论中人们对未来的历史复兴抱有一些希望。高中社会学课程中的社会问题。

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  • 作者

    Davis, Bob.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Education Social Sciences.
  • 学位 Ph.D.
  • 年度 1992
  • 页码 442 p.
  • 总页数 442
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会科学教育与普及;
  • 关键词

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