"Pillars of the Republic "is a pioneering study of common-school development in the years before the Civil War. Public acceptance of state school systems, Kaestle argues, was encouraged by the people's commitment to republican government, by their trust in Protestant values, and by the development of capitalism. The author also examines the opposition to the Founding Fathers' educational ideas and shows what effects these had on our school system.
A career of nearly three decades with the CIA and the National Intelligence Council showed Paul R. Pillar that intelligence reforms, especially measures enacted since 9/11, can be deeply misguided. They often miss the sources that underwrite failed policy and misperceive our ability to read outside influences. They also misconceive the intelligence-policy relationship and promote changes that weaken intelligence-gathering operations. In this book, Pillar confronts the intelligence myths Americans have come to rely on to explain national tragedies, including the belief that intelligence drives major national security decisions and can be fixed to avoid future failures. Pillar believes these assumptions waste critical resources and create harmful policies, diverting attention away from smarter reform, and they keep Americans from recognizing the limits of obtainable knowledge. Pillar revisits U.S. foreign policy during the Cold War and highlights the small role intelligence played in those decisions, and he demonstrates the negligible effect that America's most notorious intelligence failures had on U.S. policy and interests. He then reviews in detail the events of 9/11 and the 2003 invasion of Iraq, condemning the 9/11 commission and the George W. Bush administration for their portrayals of the role of intelligence. Pillar offers an original approach to better informing U.S. policy, which involves insulating intelligence management from politicization and reducing the politically appointed layer in the executive branch to combat slanted perceptions of foreign threats. Pillar concludes with principles for adapting foreign policy to inevitable uncertainties.
The unknown history of American public education. At a time when Americans are debating the future of public education, Johann N. Neem tells the inspiring story of how and why Americans built a robust public school system in the decades between the Revolution and the Civil War. It’s a story in which ordinary people in towns across the country worked together to form districts and build schoolhouses and reformers sought to expand tax support and give every child a liberal education. By the time of the Civil War, most northern states had made common schools free, and many southern states were heading in the same direction. Americans made schooling a public good. Yet back then, like today, Americans disagreed over the kind of education needed, who should pay for it, and how schools should be governed. Neem explores the history and meaning of these disagreements. As Americans debated, teachers and students went about the daily work of teaching and learning. Neem takes us into the classrooms of yore so that we may experience public schools from the perspective of the people whose daily lives were most affected by them. Ultimately, Neem concludes, public schools encouraged a diverse people to see themselves as one nation. By studying the origins of America’s public schools, Neem urges us to focus on the defining features of democratic education: promoting equality, nurturing human beings, preparing citizens, and fostering civic solidarity.
The constitutional theorist Owen Fiss explores the purpose and possibilities of life in the law through a moving account of thirteen lawyers who shaped the legal world during the past half century. He tries to identify the unique qualities of mind and character that made these individuals so important to the institutions and principles they served.
In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
Aims to shed new light on the issue of literacy in America, providing a social history that broadens the definition of literacy, considering who was reading what, under what circumstances and for what purposes. The book assesses trends in Americans' reading abilities and reading habits.
Promotes a shift from traditional teaching principles of instruction, curriculum, and assessment, to "the modern pillars of curation, design, and feedback."
