One of the most significant historical and scientific
changes to directly impact and shift the field of education and thus its
thought and philosophy was the space race of the 1950’s and 60’s.
Prior to the 1950’s the schools of idealism and realism
permeated. John Dewey’s work in Progressivism marked a current into the
pragmatic. However, when the Russians launched Sputnik, and the blips of the
satellite could be heard over American radio, America felt exposed, threatened,
and deficient. The fear of falling further behind in math, science, and
engineering, Sputnik set a purpose to education.
Congress acted quickly and established the National Defense Education Act of 1958. “This funded new science education equipment for primary and secondary schools, as well as loans to college students in science and related fields. The budget of the National Science Foundation, formed in 1955, tripled the year after Sputnik's launch” (Rissing, 2007). Accompanied by duck and cover rehearsals, the emergence of bomb shelters, and daily air raid sirens, the Space Race had begun. New realist curricula focused on math and science sprouted up to the meet the needs of the country.
However rationale or irrational, this Cold War atmosphere
did not celebrate the individual or the individuals experience. The Realist
curriculum emphasized the physical world to now include that, which was far
beyond the clouds – the stars and beyond. Schools focused on a mastery of facts
and basic skills. Content was organized systematically within a discipline,
demonstrating use of criteria in making decisions (Cohen, 1999). Not far off
was the ebbing of standardization – thanks Sputnik! (Kidding, sort of)
References
Cohen,
L. (1999). Four General or World Philosophies. Oregon State
University, Education. OSU.
Rissing,
S. (2007, October 2). Launch changed U.S. science, math education. The
Columbus Dispatch.
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