The Publishers and Their Books

Bob Jones University ◽

The Supreme Court ◽

Legal Challenges ◽

History Of ◽

The 1960S ◽

This chapter discusses the three publishers of the textbooks this book treats: Bob Jones University, Abeka Books, and Accelerated Christian Education. It addresses when and why they began to publish and the controversies and legal challenges they subsequently generated. It explores the history of their sponsoring educational institutions and their stated missions. It places them in the context of Christian opposition to public education as it developed in response to the teaching of evolution, the Supreme Court decisions of the 1960s prohibiting prayer and Bible reading in public schools, and, most importantly, desegregation. These three publishers have offered an alternative “Christian” education since the early 1970s.

Debating Yoga and Mindfulness in Public Schools

10.5149/northcarolina/9781469648484.001.0001 ◽

2019 ◽

Cited By ~ 4

Author(s):

Candy Gunther Brown

Keyword(s):

Public Schools ◽

Mindfulness Meditation ◽

Expert Witness ◽

Scientific Evidence ◽

Social Institutions ◽

School Programs ◽

Legal Challenges ◽

The 1960S ◽

Key Terms ◽

The introduction explains how yoga, mindfulness, and meditation entered the U.S. cultural mainstream, including public schools, between the 1970s and 2010s, and why it matters for education, law, and religion. In the 1960s, the U.S. Supreme Court prohibited public schools from endorsing prayer and devotional Bible reading. Yoga and meditation advocates reframed these practices as secular by downplaying religious beliefs and advertising scientific evidence of health benefits and cultivation of universal morality and ethics. Certain promoters used tactics of self-censorship, camouflage, code-switching, or frontstage/backstage behaviour to win a “Vedic Victory” or skilfully advance “stealth Buddhism.” Drawing on the author’s experience as an expert witness in four legal challenges, the introduction examines key terms: “yoga,” “mindfulness,” “meditation,” “Hinduism,” “Buddhism,” “religion,” “secularity,” “spirituality” and “science.” Because meanings of these terms are contested, social institutions such as schools and courts must arbitrate disputes by formulating and applying definitions for policy purposes. The introduction argues that the school programs considered are both secular and religious, and that their integration into public-school curricula may result in an unrecognized, fundamental historic and legal transformation: the reestablishment of religion in America.

The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

Науково-теоретичний альманах Грані ◽

10.15421/171991 ◽

2019 ◽

Vol 22 (9-10) ◽

pp. 52-63

Author(s):

В. А. Добровольська

Keyword(s):

Public Schools ◽

Secondary Education ◽

Secondary School ◽

Secondary Schools ◽

Educational Backgrounds ◽

Skilled Personnel ◽

History Of ◽

The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

The Vanishing Middle Class

10.7551/mitpress/9780262036160.001.0001 ◽

2018 ◽

Cited By ~ 41

Author(s):

Peter Temin

Keyword(s):

Public Schools ◽

Public Education ◽

First Century ◽

Criminal Justice Education ◽

Dual Economy ◽

Policy Debates ◽

American Tradition ◽

History Of ◽

History Of Race ◽

American Economy

This book analyses the American economy in the twenty-first century as a dual economy in the spirit of W. Arthur Lewis. Adapting the subsistence and capitalist sectors characterized by Lewis, the American dual economy contains a low-wage sector and a FTE (Finance, Technology, and Electronics) sector. The transition from the low-wage to the FTE sector is through education, which is becoming increasingly difficult for members of the low-wage sector because the FTE sector largely abandoned the American tradition of quality public schools and universities. Policy debates about public education and other policies that serve the low-wage sector often characterize members of the low-wage sector as black even though the low-wage sector is largely white. The model of a modern dual economy and the American history of race relations explain difficulties in both current politics and governmental actions in criminal justice, education, infrastructure and household debts.

ورقة حقائق: رأس الخيمة

10.18502/aqf.0003 ◽

2017 ◽

Author(s):

Keyword(s):

Public Schools ◽

Public Education ◽

United Arab Emirates ◽

Formal Education ◽

Education Sector ◽

School Type ◽

Fact Sheet ◽

Regulatory Systems ◽

Private And Public ◽

History Of

This Fact Sheet provides on overview of the education sector in the United Arab Emirates, and in particular, Ras Al Khaimah. It outlines the history of the development of formal education in the country, the important regulatory systems and bodies of both the private and public education sectors, the operational and curricular difference between private and public schools, and the demographics of both the students and teachers by region and school type.

Democracy, Religion, and American Education

10.1093/oxfordhb/9780199386819.013.6 ◽

2018 ◽

Author(s):

Emile Lester

Keyword(s):

Public Schools ◽

Civil Religion ◽

The United States ◽

World Religions ◽

Democratic Deliberation ◽

The Social ◽

Amy Gutmann ◽

The 1960S ◽

Conservative Christians ◽

The debate over religion in public schools in the United States since the 1960s has pitted two forces of democracy celebrated in Jean-Jacques Rousseau’s The Social Contract against each other. The Supreme Court’s exclusion of sectarian prayer and Bible reading reflected democracy’s commitment to respect the rights of all. The politically engaged response of evangelical and conservative Christians has drawn upon democracy’s need for robust participation by ordinary citizens. While Rousseau believed that only an agreement upon a civil religion could reconcile these democratic forces, the results of a required world religions course in Modesto, California, suggests otherwise. The course enhanced students’ respect for religious liberty while allowing them to maintain their sectarian beliefs. Modesto’s course did not resolve all the dilemmas of democracy, however. The aversion to open-ended class discussions neglects the value of democratic deliberation that notable democratic theorists like Jurgen Habermas and Amy Gutmann celebrate.

The Constitution, the Supreme Court, and Religion

American Political Science Review ◽

10.1017/s0003055400201056 ◽

1967 ◽

Vol 61 (3) ◽

pp. 657-674 ◽

Cited By ~ 1

Author(s):

William A. Carroll

Keyword(s):

United States ◽

Public Schools ◽

Supreme Court ◽

National Policy ◽

The United States ◽

The State ◽

Local School ◽

The Supreme Court ◽

Liberty Of Conscience ◽

The Supreme Court of the United States, whose decisions not only define constitutional law but vitally affect national policy, has long held both an honored and a controversial place in American life. In no area do its decisions bring it more honor or more controversy than in the field of religion; for, as a member of the First Congress under the Constitution said, “the rights of conscience are, in their nature, of peculiar delicacy, and will little bear the gentlest touch of governmental hand. … Thus, the same decision of the Court may be hailed by some as a great landmark in the struggle for religious liberty, and denounced by others as a serious invasion of liberty of conscience. For although it may be pleasant to dream of religion insulated from governmental touch, the dual membership of citizens in the state and in religious bodies insures that conscience and government will touch at some points with inevitable friction, and, to the conscience so touched, it makes little difference whether the governmental hand is that of a local school board, the Congress, or the Supreme Court of the United States.The Court has recently been attacked as antireligious, or at least as callous to our religious heritage, because of its decisions invalidating a state-prescribed prayer and state-prescribed Bible reading in public schools. The first of these decisions prompted the more excited outcry, but the two, at first singly and then together, have precipitated a renewed debate about the proper constitutional relationship between the state and religion.

On the question of organizing the first classical secondary schools of mariupol in Novorossiysk region

Problems of Modern Education (Problemy Sovremennogo Obrazovaniya) ◽

10.31862/2218-8711-2020-5-172-179 ◽

2020 ◽

pp. 172-179

Author(s):

Dzhuletta V. Mikhaylova

Keyword(s):

Public Education ◽

Secondary School ◽

Goal Setting ◽

Academic Staff ◽

Teaching Staff ◽

Men And Women ◽

Technical Base ◽

History Of ◽

The Town

The article deals with the problem of studying the history of organizing public education in the town of Mariupol and the district. The author seeks to trace the process of establishing the first classical secondary school for men and women, initiated by the teacher and educator Feoktist Khartakhay. The basis of the scientific research is the data on F. Khartakhay’s phased organization of process of opening educational institutions – from goal-setting to the implementation of the objective, the teaching staff of the schools, their material and technical base, academic staff, sources of funding.

A imprensa na pesquisa historiográfica: uma abordagem da História da Educação

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v3.n1.a1843 ◽

2014 ◽

Vol 3 (1) ◽

Author(s):

Diana Mauer ◽

Nínive Girardi

Keyword(s):

Public Schools ◽

School Culture ◽

History Of Education ◽

Future Research ◽

The Press ◽

History Of ◽

Cultura Escolar ◽

Object Of Study ◽

The City

Resumo: No cenário atual da História da Educação, destaca-se a importância da pesquisa em acervos escolares como forma de estudo do passado das instituições educacionais. A partir disto, o presente trabalho, vinculado ao projeto de pesquisa “História das instituições educacionais e seus acervos escolares na cidade de Osório – RS”, dedica-se à análise da cultura escolar no município citado. Através de um mapeamento dos acervos de escolas públicas da cidade, determinou-se o objeto de estudo da fase inicial da pesquisa: a Escola Estadual de Ensino Fundamental General Osório. Salienta-se que esta instituição ainda não conta com nenhuma pesquisa que lhe desse destaque. Diante disso, este estudo destina-se, principalmente, à preservação e divulgação da memória escolar da escola. Além disso, busca-se realizar uma pesquisa documental em fontes escritas e iconográficas, extraídas da imprensa da cidade e do acervo da própria escola. Logo, durante a execução do projeto, organizou-se o acervo histórico da Escola General Osório, bem como a pesquisa em periódicos regionais. Neste artigo, contudo, abordaremos apenas o uso das fontes jornalísticas. Para tanto, fez-se necessária a formação de um referencial teórico-metodológico através da leitura de obras da área. Realizou-se pesquisa em seis periódicos diferentes e foram transcritas trezentas e sessenta (360) referentes à temática educacional em nível municipal, estadual e, até mesmo, nacional. Além de possibilitar a compreensão da história escolar osoriense, a pesquisa aqui apresentada ainda serve de catalisador para futuras pesquisas na área. Palavras-chave: História da Educação. Cultura escolar. Imprensa. THE PRESS IN HISTORICAL RESEARCH: AN APPROACH TO THE HISTORY OF EDUCATION Abstract: In the current scenario of the History of Education, the research in school collections becomes important as a way to study the past of educational institutions. For this, the present work, linked to the research project “History of educational institutions and their school collections in the city of Osório – RS”, is dedicated to the analysis of school culture in the town. Through a mapping of collections of public schools in the city, it was determined the object of study of initial phase of the research: the State Elementary School General Osório. It’s important to say that this institution doesn’t have a work about itself yet. Thus, this study aims mainly to the preservation and dissemination of school memory of that school. In addition, we seek to make a documentary research in written and iconographic sources, extracted from the press of the city and the school’s own library. Therefore, during the execution of the project, we organized the historical collection of the School General Osorio, as well as research regional journals. In this article, however, we will only cover the use of journalistic sources. For this it was necessary to form a theoretical and methodological framework, through reading the works area. We conducted research in six different journals and 360 educational news regarding the topic at local, statewide and even national were transcribed. In addition to enabling the understanding of the history of citizen education, the research presented here also serves as a catalyst for future research in the area. Keywords: History of Education. School culture. Press.

BULLETIN of the L N Gumilyov Eurasian National University Historical sciences Philosophy Religion Series ◽

Education in Kazakhstan in the 1920s

10.32523/2616-7255-2021-135-2-35-47 ◽

2021 ◽

Vol 135 (2) ◽

pp. 35-47

Author(s):

O.H. Mukhatova ◽

Keyword(s):

Public Education ◽

Higher Educational Institutions ◽

Central State ◽

Educational Work ◽

Advantages And Disadvantages ◽

History Of ◽

Higher Educational ◽

The Republic ◽

State Archives

The article describes the history of education in Kazakhstan in the 1920s on the basis of an analysis of valuable documents stored in the archives of the President of the Republic of Kazakhstan, the Central State Archives and the State Regional Archives of the Kyzylorda Region. Also, it considers new views and scientific conceptual conclusions approved in the domestic historical science. The author presents the advantages and disadvantages of Soviet education in Kazakhstan more than ten years after the establishment of Soviet power. There are analyzed important documents of the revolutionary reorganization of public education in the article. There are revealed essence and content of the decisions of the commissariat of public education on the formation and development of the education system in the region. The author describes the formation of schools of the I and II stages, seven-year education, schools - communes. The article shows the number of schools in Kazakhstan in the 1920-1921 academic year and students, the amount of funds allocated from the budget. There are shown processes of formation and development of the Leninist labor school. There are revealed directions and results of political and educational work in the field of education. According to archival sources, there are considered such problems as lack of school premises and personnel. The article considers the growth in the number of schools and students. The author studied state of education in secondary specialized and higher educational institutions. The author highlighted a problem of training of personnel necessary for the sphere of education in secondary vocational and higher educational institutions. The article provides information about the elimination of illiteracy, the transition to the Latin alphabet, the publication of textbooks, developed curricula for disciplines. There is presented a work of local departments of public education on the issue of new textbooks for Kazakh schools in the article

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

Harvard Educational Review ◽

10.17763/haer.76.4.e26p976837773602 ◽

2006 ◽

Vol 76 (4) ◽

pp. 570-586 ◽

Cited By ~ 5

Author(s):

ARNOLD FEGE

Keyword(s):

Public Schools ◽

No Child Left Behind ◽

Public Education ◽

School Improvement ◽

Public Involvement ◽

Elementary And Secondary Education ◽

Left Behind ◽

History Of ◽

Education Act ◽

Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.