Volume 62 No.3 - 2016-09-30

Exploring the Historical Significances of T. J. Jones and the 1916 Report of Committee on Social Studies on the Origin of the Social Studies

T. J. Jones與《1916社會科委員會報告 書》對社會科緣起之歷史意義探究

Author：
Horng-Ming Jong / 鍾鴻銘
Keyword：
T. J. Jones, the 1916 Report of Committee on Social Studies, social studies / Jones、1916社會科委員會報告書、社會科
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
The aim of this paper was to research on the educational idea of T. J. Jones, who was generally acknowledged as one the founders of social studies, and his influences on the 1916 report of the Committee on Social Studies and the origin of the social studies. Additionally, this paper also illustrated the gist of the 1916 report of the Committee on Social Studies and its implications in the historical development of the social studies, and the implications of the original connotation of the social studies for the contemporary curriculum practice of the social studies in Taiwan. The report of the Committee on Social Studies embodied Jones’s educational ideas and ideals about social studies. In terms of the curriculum development, the report is historically significant because social studies became a school subject officially, initiated problem- based curriculum, promoted community civics education, and advocated education for social efficiency. Based on the above-mentioned significances, this paper also reflected on their inspiration for the social studies curriculum development in Taiwan.
本文旨在探討社會科創建者T. J. Jones之教育理念,及其對《1916社會科委 員會報告書》與社會科之緣起所產生的影響。除此之外,本文亦將概述《1916社 會科委員會報告書》的主要內容、它在美國社會科課程史上的意義,以及社會 科的原初意涵對當前臺灣社會科課程實踐的意義。研究指出,《1916社會科委員 會報告書》體現出Jones的社會科教育理念與理想。就《1916社會科委員會報告 書》的歷史意義而言,分別是:使社會科正式成為學校的一門科目;首度倡導問 題本位課程;提倡社區公民教育;倡導社會效率的教育觀。本文亦根據上述歷史 意義,省思其對臺灣社會科課程發展的啟示。

白亦方(白亦方(1997)。美國社會科課程的歷史探究。教育研究資訊,5(3),61-73。

[Pai, Y.-F. (1997). A historical investigation to the social studies curriculum in America.Educational Research & Information, 5(3), 61-73.] 

呂達(1999)。課程史論。北京:人民教育。

[Lu, D. (1999). History of curriculum. Beijing, China: People's Education Press.] 

陳伯璋(2001)。新世紀課程改革的省思與挑戰。臺北市:師大書苑。
[Chen, P.-C. (2001). The reflection and challenge of curriculum reform in new century. Taipei,Taiwan: Lucky Bookstore.]

陽光寧(2007)。民國時期社會課程史論— 以小學社會課程標準為核心的考察。華東師範大學學報(教育科學版),25(2),79-86。

[Yang, G.-N. (2007). A historical approach on the social studies curriculum in the period ofthe Republic of China. Journal of East China Normal University (Educational Science Edition), 25(2), 79-86.] 

楊智穎(2014)。重新理解美國課程史中的社會效率。教育研究月刊,238,35-48。

[Yang, J.-Y. (2014). Social efficiency reinterpreted in U.S. curriculum history. Journal of Education Research, 238, 35-48.]

鍾鴻銘(2006)。H. Rugg教科書爭議事件。教育研究集刊,52(3),103-139。
[Jong, H.-M. (2006). The controversy over H. Rugg’s textbooks. Bulletin of Educational

Research, 52(3), 103-139.] 鍾鴻銘(2016)。社會科中的議題中心課程:歷史性探究。課程與教學季刊,19(2),103-128。

[Jong, H.-M. (2016). Issue-centered curriculum in social studies: A historical research.Curriculum & Instruction Quarterly, 19(2), 103-128.]

Barth, J. L. (1996). NCSS and the nature of social studies. In O. L. Jr. Davis (Ed.), NCSS in retrospect (pp. 9-19). Washington, DC: NCSS.

Broom, C. (2007). Debating the meaning of “social studies”. SFU Educational Review, 1, 3-10. Correia, S. T. (1993). For their own good: An historical analysis of the educational thought of

Thomas Jesse Jones (Unpublished doctoral dissertation). Pennsylvania State University, Old Main, PA.

Correia, S. T. (1994). Thomas Jesse Jones-Doing God’s work and the 1916 report. In M. R.Nelson (Ed.), The social studies in secondary education: A reprint of the seminal 1916 report with annotations and commentaries (pp. 93-119). Retrieved from ERIC database. (ED374 072)

Correia, S. T. (1995). A small circle of friends: Clarence Kingsley and membership on the committee of the commission on the reorganization of secondary education. Retrieved from ERIC database. (ED398 136)

Correia, S. T. (1996). Putting the past into the present: Social studies foundations and methods classes. Retrieved from ERIC database. (ED415 146)

Correia, S. T. (1998). Coming full circle: 100 years of citizenship education. Midwest History of Education Journal, 25(1), 64-69.

Correia, S. T., & Watkins, W. H. (1991). Thomas Jesse Jones: A portrait. In E. Short (Ed.), The Society for the Study of Curriculum history: Meetings and papers 1977-1991. Retrieved from ERIC database. (ED 342 736)

Davis, O. L. (1997). The personal nature of curricular integration. Journal of Curriculum and Supervision, 12(2), 95-97.

Dilworth, P. P. (2003). Competing conceptions of citizenship education: Thomas Jesse Jones and Carter G. Woodson. International Journal of Social Education, 18(2), 1-10.

Drost, W. H. (1967). David Snedden and education for social efficiency. Madison, WI: University of Wisconsin Press.

Engle, S. H. (1994). Introduction. In M. R. Nelson (Ed.), The social studies in secondary education: A reprint of the seminal 1916 report with annotations and commentaries (pp. vii-viii). Retrieved from ERIC database. (ED374 072)

Evans, R. W. (2004). The social studies wars: What should we teach the children? New York, NY: Teachers College Press.

Fallace, T. (2009). John Dewey’s influence on the origins of the social studies: An analysis of the historiography and new interpretation. Review of Educational Research, 79(2), 601-624.

Fallace, T. (2012). The racial and cultural assumptions of the early social studies educators, 1901-1922. In C. Woyshner & C. H. Bohn (Eds.), Histories of social studies and race: 1865-2000 (pp. 37-55). New York, NY: Palgrave Macmillan.

Fallace, T., & Fantozzi, V. (2013). Was there really a social efficiency doctrine? The uses and abuses of an idea in educational history. Educational Researcher, 42(3), 142-150. 

Halvorsen, A. (2006). The origins and rise of elementary social studies education, 1884 to 1941(Unpublished doctoral dissertation). University of Michigan, Ann Arbor, MI.

Halvorsen, A. (2102). “Don’t know much about history”: The New York Times 1943 survey of U.S. history and the controversy it generated. Teachers College Record, 114, 1-32. Halvorsen, A. (2013). A history of elementary social studies: Romance and reality. New York,NY: Peter Lang.

Hendricks, L. V. (1946). James Harvey Robinson, teacher of history. New York, NY: King’s Crown Press.

Hertzberg, H. W. (1971). Historical parallels for the sixties and seventies: Primary sources and core curriculum revisited. Retrieved from ERIC database. (ED 051 066)

Hertzberg, H. W. (1981). Social studies reform, 1880-1980. Boulder, CO: Social Science Education Consortium.

Hertzberg, H. W. (1989). History and progressivism: A century of reform proposals. In P.

Gagnon (Ed.), Historical literacy: The case for history in American education (pp. 69-99).New York, NY: Macmillan.

Hunt, E. M. (1941). Twenty-five years of problems of democracy. Social Education, 5, 507-511. Jenness, D. (1990). Making sense of social studies. New York, NY: Macmillan.
Johnson, D. (2000). W. E. B. DuBois, Thomas Jesse Jones and the struggle for social education,

1900-1930. Journal of Negro History, 85(3), 71-95.Jones, T. J. (1904). The sociology of a New York City block. New York, NY: Columbia University Press.

Jones, T. J. (1906). Social studies in the Hampton curriculum. Hampton, VA: Hampton Institute Press.

Jones, T. J. (1926). Four essentials of education. New York, NY: Scribner’s Sons.
Jorgensen, C. G. (2010). Unraveling conflicting interpretations: A reexamination of the 1916 report on social studies (Unpublished doctoral dissertation). Utah State University, Logan,UT.

Jorgensen, C. G. (2012). John Dewey and the dawn of social studies: Unraveling conflicting interpretations of the 1916 report. Charlotte, NC: IAP.

Kliebard, H. M. (1994). That evil genius of the negro race: Thomas Jesse Jones and educational reform. Journal of Curriculum & Supervision, 10(1), 5-20. 

Kliebard, H. M. (1995). The Cardinal Principles Report as archeological deposit. Pedagogy, Culture & Society, 3(2), 197-208.

Kliebard, H. M. (2004). The struggle for the American curriculum, 1893-1958 (3rd ed.). New York, NY: Routledge Falmer.

Kliebard, H., & Wegner, G. (1987). Harold Rugg and the reconstruction of the social studies curriculum: The treatment of the ‘Great War’ in his textbook series. In T. S. Popkewitz (Ed.), The formation of school subjects (pp. 268-287). New York, NY: Falmer.

Kridel, C., & Newman, V. (2003). A random harvest: A multiplicity of studies in American curriculum history research. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 637-650). Mahwah, NJ: Lawrence Erlbaum.

Krug, E. A. (1969). The shaping of the American high school, 1880-1920. Madison, WI: University of Wisconsin Press.

Leming, J. S. (2003). Ignorant activists: Social change, “higher order thinking,” and the failure of social studies. In J. Leming, L. Ellington, & K. Porter-Magee (Eds.), Where did the social studies go wrong (pp. 124-142)? Washington, DC: Thomas B. Fordham Foundation.

Liou, S. (2000, November). Clarence D. Kingsley: A search for civic education. Paper presented at the annual meeting of the National Council for the Social Studies, San Antonio, TX. Longstreet, W. S. (1990). The social studies: In search of an epistemology. The Social Studies,81(6), 244-248.

Lybarger, M. (1981). Origins of the modern social studies: 1865-1916 (Unpublished doctoral dissertation). University of Wisconsin, Madison, WI.

Lybarger, M. B. (1983). Origins of the modern social studies: 1900-1916. History of Education Quarterly, 23(4), 455-468.

Lybarger, M. (1987). Need as ideology: A look at the early social studies. In T. S. Popkewitz (Ed.),The formation of school subjects: The struggle for creating an American institution (pp.176-189). New York, NY: Falmer.

Lybarger, M. B. (1991). The historiography of social studies: Retrospect, circumspect, andprospect. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 3-15). New York, NY: Macmillan.

Nelson, M. R. (1994). The social contexts of the Committee on Social Studies Report of 1916.

In M. R. Nelson (Ed.), The social studies in secondary education: A reprint of the seminal 1916 report with annotations and commentaries (pp. 71-92). Retrieved from ERIC  database. (ED374 072)

Nelson, M. R. (1999). Will the field of social studies survive? The Review of Education/Pedagogy/Cultural Studies, 20(4), 385-397.

Oliver, D. W. (1957). The selection of content in the social sciences. Harvard Educational Review, 27(4), 271-300.

Provenzo, E. F. (2009). Social studies education. In E. F. Provenzo, J. Renaud, & A. B. Provenzo(Eds.), Encyclopedia of the social and cultural foundation of education (pp. 732-734). Los Angles, CA: Sage.

Ravitch, D. (1987). Tot sociology, or what happened to history in grade schools. American Scholar, 56(3), 343-354.

Ravitch, D. (2003). A brief history of the social studies. In J. Leming, L. Ellington, & K. Porter-Magee (Eds.), Where did the social studies go wrong (pp. 1-5)? Washington, DC: Thomas B.Fordham Foundation.

Ravitch, D. (2007). History’s struggle to survive in the schools. OAH Magazine of History,21(2), 28-32.

Reuben, J. A. (1997). Beyond politics: Community civics and the redefinition of citizenship in the Progressive era. History of Education Quarterly, 37(4), 399-420.

Sanders, J. E. (1993). Transformation to the social studies: A course change in the elementary school curriculum, 1900-1939 (Unpublished doctoral dissertation). University of Texas at Austin, Austin, TX.

Saxe, D. W. (1991). Social studies in schools: A history of the early years. Albany, NY: State University of New York Press.

Saxe, D. W. (1992a). An introduction to the seminal social welfares and efficiency prototype:The founders of 1916 social studies. Theory and Research in Social Education, 20(2), 156-178.

Saxe, D. W. (1992b). Framing a theory for social studies foundations. Review of Educational Research, 62(3), 259-277.

Saxe, D. W. (1996). Curricular issues in social studies: An historical perspective. Retrieved from ERIC database. (ED 392 717)

Singleton, H. W. (1975). Factors affecting the development of the problems of democracy course (Unpublished doctoral dissertation). Stanford University, Stanford, CA.

Singleton, H. W. (1980). Problems of democracy: The revisionist plan for social studies education. Theory and Research in Social Education, 8(3), 89-104.

Smith, B. A., Palmer, J. J., & Correia, S. T. (1995). Social studies and the birth of NCSS: 1783-1921. Social Education, 59(7), 393-398.

Stanley, W. B., & Nelson, J. L. (1994). The foundation of social education in historical context.In W. M. Reynolds & R. A. Martusewicz (Eds.), Inside/out: Contemporary critical perspectives in education (pp. 265-284). New York, NY: St. Martin’s Press.

Tabachnick, B. R. (1991). Social studies: Elementary-school program. In A. Lewy (Ed.),International encyclopedia of curriculum (pp. 725-731). New York, NY: Pergamon.

Totten, S., & Fallace, T. (2012). The history of teaching and learning about social issues: An overview. In S. Totten & J. E. Pedersen (Eds.), Educating about social issues in the 20th and 21st centuries: A critical annotated bibliography (Vol. 1, pp. 1-36). Charlotte, NC:IAP.

U.S. Bureau of Education. (1913). Preliminary statements by chairmen of Committees of the National Education Association on the Reorganization of Secondary Education.Washington, DC: Government Printing Office.

U.S. Bureau of Education. (1915). The teaching of community civics. Washington, DC:Government Printing Office.

U.S. Bureau of Education. (1916). The social studies in secondary education. Washington, DC:Government Printing Office.

Watkins, W. H. (1995). Thomas Jesse Jones, social studies, and race. International Journal of Social Education, 10(2), 124-134.

Watkins, W. H. (2001). The white architects of black education: Ideology and power in America,1865-1954. New York, NY: Teachers College Press.

Wesley, E. B. (1942). Teaching the social studies (2nd ed.). Boston, MA: Heath.
Woyshner, C. (2006). Notes toward a historiography of the social studies: Recent scholarship and future directions. In K. C. Barton (Ed.), Research methods in social studies education: Contemporary issues and perspectives (pp. 11-38). Greenwich, CT: IAP. 

 

 


EndNote
下載可匯入格式