What the Schools Teach and Might Teach - Bobbitt, John Franklin
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This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. We havent used any OCR or photocopy to produce this book. The whole book has been typeset again to produce it without any errors or poor pictures and errant marks.

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Produktbeschreibung
This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. We havent used any OCR or photocopy to produce this book. The whole book has been typeset again to produce it without any errors or poor pictures and errant marks.
Autorenporträt
John Franklin Bobbitt was a prominent figure in the arena of educational philosophy and curriculum theory during the early 20th century. He is best known for his pioneering work 'What the Schools Teach and Might Teach', published in 1915, which has been influential in the evolution of curriculum design and instruction. In this seminal text, Bobbitt lays out the foundational principles for developing a systematic approach to curriculum construction, advocating for an educational program that is rooted in the societal functions and vocations that students would eventually assume upon leaving school. His work has critically examined the relevance of school subjects to real-world applications, insisting on a curriculum that is responsive to the needs of both the individual learner and the society in which they operate. His views were critical in shaping the progressive education movement, influencing educators and policymakers to consider the utility and outcome-based objectives of teaching, thereby infusing a more pragmatic orientation into American educational practice. Bobbitt's emphasis on the scientific management of education echoed the efficiency movement of his time and has been subject to debate and discussion among educators and historians of education due to its implications for student agency and individual development within the educational system.