A disciplined progressive educator : the life and career of William Chandler Bagley
Author(s)
Bibliographic Information
A disciplined progressive educator : the life and career of William Chandler Bagley
（History of schools and schooling, v. 43）
P. Lang, c2003
- : pbk
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Note
Includes bibliographical references (p. [303]-327) and index
Contents of Works
- Introduction, William Chandler Bagley : a complex and misunderstood professor of education
- Childhood, politics, education, and the beginning of a professional career (1874-1902)
- A Cornell graduate in the mountains of Montana (1902-1906)
- On the way to bigger things : a short stay in Oswego (1906-1908)
- Education and pedagogy at Illinois and the rise to national prominence (1908-1914)
- Final years at Illinois, a year of wartime service, and arrival at Teachers College (1914-1918)
- Early years at Teachers College, the dangers of determinism, and "the most amazing phenomena" (1918-1934)
- Later years at Teachers College, educational philosophy, and plans for essentialism (1934-1938)
- From footnote to headlines in Atlantic City (1938-1939)
- A scholar to the end (1939-1946)
- Epilogue, disciplined progressive pedagogy : Bagley's moral challenge
Description and Table of Contents
Description
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien. Throughout his almost fifty-year career in education, William Chandler Bagley (1874-1946) served as an untiring fighter for liberal and professional education as well as the education of teachers. He was both a supporter and a critic of John Dewey and the complex movement known as progressive (i.e. democratic) education. During the 1920s, he insightfully critiqued the intelligence testing movement and its detrimental effects on minority children. At the end of his long career, he became known as the founder of « essentialism, a movement in educational thought that he and others sought to create in the late 1930s. Bagley is a major figure in twentieth-century American educational thought, whose legacy as a democratic educator and educator of teachers merits much more attention than it has received. This book argues that Bagley's tradition in democratic education should be at least as well known as the tradition put forth by John Dewey.
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