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- Title
美国公共学校运动成因再讨论.
- Authors
陈露茜; 蔡一诺
- Abstract
The Common School Movement in the United States was not a direct outgrowth of the educational traditions of colonial New England, nor was it driven by the appeals of a few elite figures, but was a product of the holistic institutional shifts that underpinned American society in the 19th century. In the face of financial disorder, particularly spurred by the Panic of 1837, the changing role of government and the evolution of common schools occurred in the United States in the 19th century-by taking control of public lands, defending the gold standard monetary policy, establishing protective tariffs, and financing the establishment of a comprehensive inland transportation network, federal authority was shaped, and thus successfully led the completion of the American Industrial Revolution and shaped the state capitalism. In such a situation, in order to solve the problem of social conflicts and moral disorder arising from the economic and political crisis, the Common School Movement played an active role in bridging cultural divides and achieving "unity" in the mindset of society as a whole. The "common" school was transformed from a public good that enhanced the value of land in the early years of the nation to an institution that achieved "homogenization" of cultural institutions in the process of industrialization and modernization. This was the core element of the emergence and overall victory of the school movement in the 19th century.
- Subjects
NEW England; UNITED States; PUBLIC schools; SOCIAL conflict; STATE capitalism; INDUSTRIAL revolution; AMERICAN Revolutionary War, 1775-1783; MONETARY policy
- Publication
Journal of Educational Studies (1673-1298), 2023, Vol 19, Issue 4, p196
- ISSN
1673-1298
- Publication type
Article
- DOI
10.14082/j.cnki.1673-1298.2023.04.018