Agenda for Education
in a Democracy
para la Educacion
en una Democracia
Board of Directors
Institute for Educational Inquiry
124 East Edgar Street
Seattle, WA 98102
Tel: (206) 325-3010
(available from the IEI)
publications are available from the Institute for Educational Inquiry.
All orders must be prepaid. (Orders from within the state of Washington
must add King County sales tax.) Prices listed may be subject to change.
Call 206-325-3010 or email Paula
McMannon for more information.
Educative Communities and Tomorrow's Teachers, by John I. Goodlad
Goodlad argues that we must move beyond equating education with schooling,
because to do this leads to corrupting the meaning of education and
expecting schools to do what they cannot do. The perspective argued
for here requires us to shift from the usual means/ends model of educational
effectiveness to an interactive, ecological model of educational health.
Education: In Search of Nurture, by Donna Kerr
Kerr argues that basic questions of education do not admit of institutional
solution: the questions, rather, regard the nurture of persons or selves
and, as such, can be addressed only in a culture of nurture.
Healthy Learners, Schools, and Communities: Footprints in a Continuing
Journey, by Hal A. Lawson
Lawson analyzes the limits inherent in a school-family-health problem
frame and presents an emergent model, one at once child- and family-centered.
Implications of Communitarian/Liberal Theory for Public Education,
by Paul Theobald and Vicky Newman
Theobald and Newman consider a variety of communitarian approaches juxtaposed
to liberal theory and individualism as ways of better framing
about public education in America.
Efficiency, and Reform: An Interpretation of the History of American
Education, by Timothy J. McMannon
McMannon contends that educational reform in the United States has neglected
the moral implications of schooling and concentrated instead on personal,
societal, and structural efficiency.
Knowledge and its Relation to the Human Conversation, by Gary
The sixth in the Institute's Work in Progress Series, this thoughtful
piece provides a history of the nature of knowledge and then examines
some of the questions raised by the existing theories. Finally, Fenstermacher
offers a theory of his own about knowledge and the way humans interact
with each other.
the Arts and Teacher Education, by Mary Ellen Finch and Jeffrey
The exploration focuses on the critical connections among the arts,
the role of the arts in creating and strengthening a democratic society,
and the centrality of art within the preparation of elementary school
teachers. Arts education is linked to the sustenance of a healthy democracy,
and the enculturation of the young into that democracy, to prepare the
young to take an authentic and active part in the human conversation.