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Theodore Brameld

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by SrDanielleB
Last updated 5 years ago

Discipline:
Social Studies
Subject:
Historical biographies

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Theodore Brameld

Theodore Brameld

“Education, more than any other institution created by the only culture-building animal on earth, has the responsibility and the opportunity to bring to the children and adults of all countries the full import of the fearful and promising age in which we live(Brameld, 1962, p. 65).”

1904 -1920s

Theodore Brameld is born in Wisconsin in 1904.

1939-1947 Professor of Philosophy of Education – University of MinnesotaMinority Problems in the Public Schools (1945)Floodwood Project 1947-1958 Professor of Philosophy of Education – New York University"The Human Roots of World Order" for the journal Progressive Education in 1948 (April, 1948)

1947-1958 Professor of Philosophy of Education – New York UniversityToward A Reconstructed Philosophy of Education (1956)Cultural Foundations of Education: An Interdisciplinary Exploration (1957)1958-1969 Professor of Philosophy of Education – Boston UniversityThe Remaking of a Culture: Life and Education in Puerto Rico (1959)

1969- 1970 Springfield College1970s University of Hawaii"Community Quest" in the 1970sPatterns of Educational Philosophy: Divergence and Convergence in Culturological Perspective (1971)

1958-1969 Professor of Philosophy of Education – Boston UniversityEducation for the Emerging Age: Newer Ends and Stronger Means (1961)Education as Power (1965)The Use of Explosive Ideas in Education: Culture, Class, and Evolution (1965)Japan: Culture, Education and Change in Two Communities (1968)1960s he was Fulbright Research Scholar at Shikoku Christian CollegeRetirement from Boston University

1928-1933 Doctoral Student – Philosophy – University of ChicagoDoctoral Dissertation – A Philosophic Approach to Communism1931-1935 Professor of Philosophy of Education – Long Island University1935-1939 Professor of Philosophy of Education – Adelphi College"Karl Marx and the American Teacher" for the lively progressive journal, Social Frontier (November, 1935)"American Education and the Social Struggle" for Science and Society (Fall, 1936)

1928 - 1939

“Teachers must then influence their students, subtly if necessary, frankly if possible, toward acceptance of the same position. This does not mean that fair and intelligent analysis of ‘the other side’ should be avoided; on the contrary it becomes an indispensable means in the teacher’s hands(Brameld, 1935, p. 55).”

1940s

“The structure of the curriculum may be symbolized in the form of a moving “wheel.” The “rim” is the unifying theme of mankind-its predicaments and its aspirations. The ‘hub’ is the central question of any given period of learning, while the “spokes” are the supporting areas of concentrated attention that bear most directly upon each respective question (Brameld, 1970, p. 348).

1950s

1960s

“If the issues of the human being living with other human beings are to be clarified and resolved, they must be diagnosed in the setting of the cultural environment which shapes his behavior and which he himself reshapes (Brameld 1951, p. 330).”

“The important point is that world civilization, embracing as it does, directly or indirectly, every significant aspect of human life and destiny, provides a way to harmonize the general education of young citizens that is comparable in vitality to no other way (Brameld, 1964, p. 39).”

1970s

“More and more independent-minded and future-directed young citizens, not only of America but of other countries, are demanding a radicalization of secondary and higher education. They are doing so both because they are penetrating the facades of conventionality, timidity, and sterility, and because they increasingly want what they rightly deserve: a curriculum that expresses and serves their own time and their own concerns. I entirely agree with them (Brameld, 1970, p.348).”


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