The Death of Child Nature: Education in the Postmodern World

Phi Delta Kappan

Volumn 78, Issue 3, 1997, Pages 241-245

  Elkind, David ^a  

^a TUFTS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000122326     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (25)

1. Clyde Kluckhohn and Henry A. Murray, "Personality Formation: The Determinants," in idem, eds., Personality in Nature, Society, and Culture (New York: Knopf, 1950), pp. 35-48.
2. See, for example, Steven Connor, Postmodern Culture (Oxford: Basil Blackwell, 1989); and Steven Best and Douglas Kellner, Postmodern Theory (New York: Guilford, 1991).
3. See, for example, Steven Connor, Postmodern Culture (Oxford: Basil Blackwell, 1989); and Steven Best and Douglas Kellner, Postmodern Theory (New York: Guilford, 1991).
4. Henry Giroux, "Postmodernism and the Discourse of Educational Criticism," Journal of Education, vol. 170, no. 3, 1988, pp. 6-29; and Stanley Aronowitz and Henry Giroux, Postmodern Education (Minneapolis: University of Minnesota Press, 1991).
5. Henry Giroux, "Postmodernism and the Discourse of Educational Criticism," Journal of Education, vol. 170, no. 3, 1988, pp. 6-29; and Stanley Aronowitz and Henry Giroux, Postmodern Education (Minneapolis: University of Minnesota Press, 1991).
6. See, for example, James Comer, "Educating Poor Minority Children," Scientific American, vol. 295, no. 5, 1988, pp. 42-48; and Theodore Sizer, Horace's School: Redesigning the American High School (Boston: Houghton Mifflin, 1992).
7. See, for example, James Comer, "Educating Poor Minority Children," Scientific American, vol. 295, no. 5, 1988, pp. 42-48; and Theodore Sizer, Horace's School: Redesigning the American High School (Boston: Houghton Mifflin, 1992).
8. John Locke, Some Thoughts Concerning Education, in Charles Eliot, ed., The Harvard Classics (New York: Collier, 1930), pp. 9-200.
9. Jean-Jacques Rousseau, Emile, trans. W. Payne (New York: Appleton, 1911).
10. Friedrich Nietzsche, Thus Spoke Zarathustra (New York: Viking, 1966).
11. Michel Foucault, The Order of Things (New York: Vintage, 1973).
12. Thomas Debello, "Comparison of Eleven Major Learning Style Models: Variables, Appropriate Populations, Validity of Instrumentation, and the Research Behind Them," Journal of Reading, Writing, and Learning Disabilities International, vol. 6, 1990, pp. 203-22.
13. Jean Piaget, The Psychology of Intelligence (London: Routledge & Kegan Paul, 1950).
14. See, for example, Task Force on Education of Young Adolescents, Turning Points: Preparing American Youth for the 21st Century (Washington, D.C.: Carnegie Council on Adolescent Development, 1989); and Jeffrey Wiles and James Bondi, The Essential Middle School, 2nd ed. (New York: Macmillan, 1993).
15. See, for example, Task Force on Education of Young Adolescents, Turning Points: Preparing American Youth for the 21st Century (Washington, D.C.: Carnegie Council on Adolescent Development, 1989); and Jeffrey Wiles and James Bondi, The Essential Middle School, 2nd ed. (New York: Macmillan, 1993).
16. Gary Sykes and Phillip Plastrik, Standard Setting and Educational Reform (Washington, D.C.: ERIC Clearinghouse on Teacher Education, 1993).
17. Benjamin Bloom, Human Characteristics and School Learning (New York: McGraw-Hill, 1976); Madeline Hunter, "Knowing, Teaching, and Supervision," in Peter L. Hosford, ed., Using What We Know About Teaching (Alexandria, Va.: Association for Supervision and Curriculum Development, 1984), pp. 165-76; Arthur L. Costa, Developing Minds (Alexandria, Va.: Association for Supervision and Curriculum Development, 1985); and Edward de Bono, CoRT Program (San Diego: Pergamon Press, 1988).
18. Benjamin Bloom, Human Characteristics and School Learning (New York: McGraw-Hill, 1976); Madeline Hunter, "Knowing, Teaching, and Supervision," in Peter L. Hosford, ed., Using What We Know About Teaching (Alexandria, Va.: Association for Supervision and Curriculum Development, 1984), pp. 165-76; Arthur L. Costa, Developing Minds (Alexandria, Va.: Association for Supervision and Curriculum Development, 1985); and Edward de Bono, CoRT Program (San Diego: Pergamon Press, 1988).
19. Benjamin Bloom, Human Characteristics and School Learning (New York: McGraw-Hill, 1976); Madeline Hunter, "Knowing, Teaching, and Supervision," in Peter L. Hosford, ed., Using What We Know About Teaching (Alexandria, Va.: Association for Supervision and Curriculum Development, 1984), pp. 165-76; Arthur L. Costa, Developing Minds (Alexandria, Va.: Association for Supervision and Curriculum Development, 1985); and Edward de Bono, CoRT Program (San Diego: Pergamon Press, 1988).
20. Benjamin Bloom, Human Characteristics and School Learning (New York: McGraw-Hill, 1976); Madeline Hunter, "Knowing, Teaching, and Supervision," in Peter L. Hosford, ed., Using What We Know About Teaching (Alexandria, Va.: Association for Supervision and Curriculum Development, 1984), pp. 165-76; Arthur L. Costa, Developing Minds (Alexandria, Va.: Association for Supervision and Curriculum Development, 1985); and Edward de Bono, CoRT Program (San Diego: Pergamon Press, 1988).
21. Richard A. Gibboney, The Stone Trumpet (Albany: State University of New York Press, 1994).
22. David Elkind, "School and Family in the Postmodern World," Phi Delta Kappan, September 1995, pp. 8-14.
23. John Dewey, The Child and the Curriculum/The School and Society (1915; reprint, Chicago: University of Chicago Press, 1956).
24. Maria Montessori, The Absorbent Mind (New York: Delta, 1967).
25. Jean Piaget, Science of Education and the Psychology of the Child (New York: Viking, 1969).