University of Washington
EdLPS 530
History of Education in the U.S.
Dr. Nancy Beadie
College of Education
University of Washington
Guide to Reading
Dewey, School and Society, Part I, pp. 6-29.
Dewey, excerpts: Democracy and Education, (pdf)
DuBois, excerpts: Dusk of Dawn, chaps. 1-4 (pdf)
Cubberley, Changing Conceptions, 49-68 (pdf)
Although obviously different in many ways, the leading progressive era thinkers W.E.B. DuBois and John Dewey had some similar ideas at the turn of the 20th century. Beginning especially with the great depression of 1893, DuBois and Dewey shared with other Americans an awareness of the growing contradiction between American ideals of democracy solidified in the Civil War, and the actual social conditions of people living in the Jim Crow South and in the increasingly segregated and stratified industrial cities of the North. The idea of bringing the spirit and practice of science to bear on social issues and problems such as these is something that DuBois shared with Dewey and other progressive thinkers in the period from 1890 to 1930.
One key to understanding progressive thinkers is to try to determine how they thought science could contribute to the solution of these social problems. Remember, however, that different progressive thinkers would answer this question in different ways. From his lectures on "School and Soiety," and from the portions of Democracy and Education included in your course packet, what would you say were Dewey's ideas about the role of science in realizing democratic ideals? For DuBois' ideas on this issue, see chapter 4, "Science and Empire," from his autobiography, Dusk of Dawn. In what ways were DuBois’ and Dewey’s ideas similar? In what ways were their ideas different? How did DuBois’ ideas change? How would you compare Dewey and DuBois’ ideas to those of Ellwood P. Cubberley?
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