Radical Histories: The History Of Education

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The history of education is used to consider a passive recording for the history, but it can be interesting subject to learn because of his high discuss value to encourage critical thinking and broaden the horizon of knowledge. Also, the study of the history of education can possibly lead to significant reformation on the education system even if sometimes it can reproduce some unexpected consequences to people create the study.
The learning of the history of education can encourage critical thinking and expand the scope of knowledge of learners. First, there is no clear answer to many historical issues, so history learners can start an open-ended discussion for improving their ability of critical thinking. According to “Recovering Our Histories:
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According to the article “The History of Education As” Active History”: A Cautionary Tale? ” by Jason Ellis, the public school system in the United States and Canada was criticized intensively by a group of historians called radical revisionists in the 1960s (2). Historians such as Michael Katz argued that the public schools “reproduced social, economic, and racial inequality instead of attacking it” (Ellis, 3). Radical revisionist historians criticized that public school system had a problematic structure that only served for upper classes rather than the whole society. The opinion of radical revisionists was supported broadly, so the criticisms towards the public school system were increased intensely. Facing intensive criticisms, the public school system in the United States was changed, and finally has reached to the edge of collapse in recent years. New schools such as charter schools, school vouchers, and private schools were developed dramatically (Ellis, 4-6). As a result, many public schools in America were closed and the entire system in some states could be diminished in the next few years (Ellis, 6). Thus, discussions of the education of history can be very powerful to promote the reformation on the educational …show more content…
In the 1960s, radical revisionists argued that public schools was an ailing system as “hierarchical and painful bureaucratic, class-biased and racist” (Ellis, 3). However, as the dominated form of educational institutions, the public school system was refused to be responsive to the need of public. Thus, radical revisionists supposed that new types of school such as charter schools should be created as a competitor, in order to force the public school system to fix their problems (Ellis, 5). Most charter schools, schools vouchers, and privates schools were market-based and for profit, and the rapid development of these schools became the major reason responsible for the collapse of public school system in the United States (Ellis, 6). This consequence was beyond the expectation of many radical revisionists. As a representative figure of radical revisionists, David Tyack never argued that private school was the ideal model for education (Ellis, 7). To most radical revisionist historians, their purpose was to reform the public school system rather than destroying it. Although most radical revisionists never support the private school as the ideal model for public education, but their opinion could be used as a tool to promote the rise of market-based schools. The opinion of historians can indeed play a significant role

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