Reflections on History and Quality Education

This essay questions the commonly held assumption that schools today are worse academically than they were in the past. It argues that schools have seldom been chiefly interested in intellectual inquiry. Nor have they ever been committed to providing a quality intellectual education to all students....

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Bibliographic Details
Published in:Educational researcher 2004-06, Vol.33 (5), p.6-10
Main Authors: Kantor, Harvey, Lowe, Robert
Format: Article
Language:English
Subjects:
Academic Education
Academic Standards
Access to Education
Boards of education
Children
College Curriculum
College Faculty
Colleges
Education
Educational Change
Educational History
Educational Legislation
Educational Quality
Excellence in Education
High school students
High Schools
History
History instruction
Home Schooling
Instructional Leadership
Intellectual Development
Intellectual Disciplines
Memorization
Public Schools
Quality of education
Rural Schools
Secondary school teachers
Teachers
Teaching Methods
United States History
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Summary:This essay questions the commonly held assumption that schools today are worse academically than they were in the past. It argues that schools have seldom been chiefly interested in intellectual inquiry. Nor have they ever been committed to providing a quality intellectual education to all students. We argue that if history has anything to tell us about quality education today, it is not that we must try to recapture a lost age of academic excellence but that we cannot create truly excellent schools without addressing the inequities that have long been embedded in them or without understanding how those marginalized by the educational system have struggled to confront inequities.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X033005006