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Changing concepts of equal educational opportunity
a comparison of the views of Thomas Jefferson, Horace Mann, and John Dewey : a dissertation
Current educational policies regarding equal educational opportunity are confused and often contradictory. To develop better policies, educators need to understand the historical development of the concept of equal opportunity and to consider the educational as well as the political implications of this idea. The objective of this study is to examine the changing concepts of equal educational opportunity. Major writings of Thomas Jefferson, Horace Mann, and John Dewey are examined: (1) To compare what each man meant by the term equal educational opportunity. (2) To demonstrate that differences in the concept of equal educational opportunity were the result of each man's philosophical views regarding the nature of man, individual responsibility, and the "Good Society." (3) To consider how each man's view of equal educational opportunity affected his educational theories. The three men examined in this study shared a strong commitment to the democratic belief in equal opportunity. This study demonstrates, however, that the concept of equal educational opportunity changed significantly from the time of Thomas Jefferson to the time of John Dewey and that these changes were directly related to each man's philosophical assumptions. This study concludes that present policies of equal educational opportunity can be directly related to John Dewey's educational philosophy as it was expressed in Democracy and Education as early as 1916. Attempts to provide each student an equal opportunity for growth and development, regardless of natural endowments or abilities, changed the purposes of education and the practices used to accomplish these purposes. ...
"Major subject: Curriculum and Instruction."
Ph. D. in Philosophy Texas A & M University 1983
Includes bibliographical references (leaves 223-238).