Social Reconstruction Learning

This volume argues that educational problems have their basis in an ideology of binary opposites often referred to as dualism, and that it is partly because mainstream schooling incorporates dualism that it is unable to facilitate the thinking skills, dispositions and understandings necessary for autonomy, democratic citizenship and leading a meaningful life. Bleazby proposes an approach to schooling termed "social reconstruction learning," in which students engage in philosophical inquiries with members of their community in order to reconstruct real social problems, arguing that this pedagogy can better facilitate independent thinking, imaginativeness, emotional intelligence, autonomy, and active citizenship.

The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions—Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction—to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.

This book, originally entitled Why Men Fight, is generally seen as the fullest expression of Russell's political philosophy. Russell argues that after the experience of the Great War the individualistic approach of traditional liberalism has reached its limits. Political theory must be based on the motivated forces of creativity and impulse rather than on competition. Both are best fostered in the family, in education, and in religion - each of which Russell proceeds to discuss. The ideas expressed in Principles of Social Reconstruction have greatly contributed to Russell's fame as a social critic and anti-war activist. The new introduction by Richard Rempel locates them in the context of Russell's other writings and show that neither his ideas nor his language have lost their force and topicality over the years.

This volume on the history and philosophy of social reconstruction is the result of Kenneth Benne's discussions, essays and experiences, but also includes contributions from other scholars. Each of the essays study the movement as a way of grappling with the critical issue of the relationship between education and social change, and each chapter intends to stimulate, broaden and enrich the legacy of what contributing author James Giarelli calls a public philosophy of education. The volume also connects past to present, thus bringing the reader fresh insight into the dilemmas facing schooling in the 1990s.

In 1931-2 the first organization of Canadian left-wing intellectuals was founded. Led by historian Frank Undergill of the University of Toronto and law professor and poet Frank Scott of McGill University, the League for Social Reconstruction was critical of industrial capitalism and called for basic social and economic change through educational activity and parliamentary and constitutional channels. In the first history of this unique organization Michiel Horn outlines the League's aims and accomplishments and its ideological influence on the CCF and the NDP. Initially, the LSR avoided the term 'socialism' and remained uncommitted to any political part, although its choice of J.S. Woodsworth as honorary president made its sympathies clear. When, not long after the LSR's establishment, the CCF was founded, many League members joined it. An attempt to link the LSR openly with the CCF failed, but the League soon became known as the CCF's 'brain trust,' and the manifesto and programme adopted by the party in 1933 clearly reflected the influence of the LSR members. The League's own democratic socialist ideas were most fully stated in Social Planning for Canada (1935), Democracy Needs Socialism (1938), and in the pages of the Canadian Forum, acquired by the LSR in 1936. With the disillusionment of the later 1930s, the distraction of the war, and, most of all, the increased support enjoyed by the CCF after 1940, the LSR disappeared as a formal organization, but its ideas shaped a political tradition which found expression in the CCF and later the NDP.

ocial Reconstruction as a philosophy, stream of thought or “official program” ois often synonymous with Depression-era Progressivism. But, Social Reconstruction, unlike progressivism, enjoyed political stardom. The spirit of progressivism, at least in terms of education, found a home in those enthusiasts who supported a child-centered perspective of education. Others, such as the essentialists viewed their progressive role as one that advanced the view of essential or basic education as the most sound approach to curriculum and teaching. Still others, more radical in their outlook, believed that progress should be framed with questions about social justice and equity. Proponents of social reconstruction included Harold Rugg and George Counts, although the “movement” was rich with supporters. To date, social reconstruction is only a by word in most texts that deal with the Progressive Era or progressive education, perhaps, because Rugg and Counts, the two most visible proponents, sought and received the political limelight, no matter how glaring. In any event, the depths of social reconstruction have yet to be plumbed. Hence, the first book in this series will offer a comprehensive treatment of Social Reconstruction, which include chapters that examine its proponents, political nature, and social justice programs born of and within the tumultuous context of progressive politics.

George S. Counts was amajor figure in American education for almost fifty years. Republication of this early (1932) work draws special attention to Counts's role as a social and political activist. Three particular themes make the book noteworthy because of their importance in Counts's plan for change as well as for their continuing contem­porary importance: (1)Counts's crit­icism of child-centered progressives; (2)the role Counts assigns to teachers in achieving educational and social re­form; and (3) Counts's idea for the re­form of the American economy.