Encyclopedia, Difference between revisions of "William Chandler Bagley" - New World
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| − | '''William Chandler Bagley''' (born March 15, 1874 – died July 1, 1946), was an [[United States|American]] [[education|educator]] and [[editing|editor]], one of the leading Essentialists and the | + | '''William Chandler Bagley''' (born March 15, 1874 – died July 1, 1946), was an [[United States|American]] [[education|educator]] and [[editing|editor]], one of the leading [[Essentialism|Essentialists]] and the critic of [[pragmatism]] and [[progressive education]]. He published chiefly on the topics of teacher education, [[curriculum]], and educational philosophy and psychology. |
==Life== | ==Life== | ||
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==Work== | ==Work== | ||
| − | Throughout the most of his career, Bagley worked to professionalize teachers’ profession, and to design more effective methods of teachers’ education. His Classroom Management (1907) was a guide for young teachers to master the basic skills of effective teaching. In it he advocated the strict “vertical” model of school management, in which the principal of the school was the utmost authority in decision-process, and the teachers were to follow his orders. While the principal overlooks the progress through curriculum, teachers need to provide that each student executes the assigned task. Bagley believed that obedience is the key in this process – the obedience of students to the teachers, and of teachers to the principals. The goal of education is to create the | + | Throughout the most of his career, Bagley worked to professionalize teachers’ profession, and to design more effective methods of teachers’ education. His ''Classroom Management'' (1907) was a guide for young teachers to master the basic skills of effective teaching. In it he advocated the strict “vertical” model of school management, in which the [[principal]] of the school was the utmost authority in decision-making process, and the teachers were to follow his orders. While the principal overlooks the progress through curriculum, teachers need to provide that each student executes the assigned task. Bagley believed that obedience is the key in this process – the obedience of students to the teachers, and of teachers to the principals. The goal of education is to create the "socially efficient individual", one that would become a "useful part of society". Education should lead toward the formation of just, more equal, and more human society. |
| − | In his 1925 book Determinism in Education, Bagley criticized the application of intelligence testing in American schools. He claimed that the tests were biased, written for the white middle-class students. The minority students did not do well on those tests not because of their lower intelligence, but because of cultural and racial differences that did not match the tests' inherent biases. | + | In his 1925 book ''Determinism in Education'', Bagley criticized the application of intelligence testing in American schools. He claimed that the tests were biased, written for the white middle-class students. The minority students did not do well on those tests not because of their lower [[intelligence]], but because of [[culture|cultural]] and [[race|racial]] differences that did not match the tests' inherent biases. |
| − | In his two books Education, Crime, and Social Progress (1931) and Education and Emergent Man (1934) Bagley presents his view of the world in which teachers hold the highest level in human society. His vision of future was idealistic, describing the world of well educated individuals, where crime did not exist and where all citizens enjoyed a healthy life. The key for such society, according to Bagley, was education | + | In his two books ''Education, Crime, and Social Progress'' (1931) and ''Education and Emergent Man'' (1934) Bagley presents his view of the world in which teachers hold the highest level in human society. His vision of future was idealistic, describing the world of well educated individuals, where crime did not exist and where all citizens enjoyed a healthy life. The key for such society, according to Bagley, was education. |
| − | + | In ''Education and Emergent Man'' Bagley thought that his theory would replace two popular theories of education – mechanistic psychology, outlined in the work of psychologist [[Edward L. Thorndike]], and extreme [[pragmatism]], promoted by philosopher [[William Heard Kilpatrick]]. Bagley was especially critical of Kilpatrick, believing that he and his followers had misinterpreted the work of [[John Dewey]]. Bagley himself was both a supporter and a critic of Dewey’s [[progressive education]], believing that progressive education and pragmatism in education have their advantages, but in overall they have negative effect on the educational level of society. Opposing all type of extremism, Bagley held that a balanced approach to education is needed, one which will take all aspects of education, from all schools and philosophies, into account. | |
| − | Bagley held that language and mathematical skills were the core components at which education must focus, therefore any curriculum must be built around these two. | + | By the end of his career Bagley founded the educational “[[Essentialism]]”, a movement in the [[philosophy of education]] that wanted to retain the valuable aspects of [[Progressive education]], but apply them in a traditional way. Bagley emphasized the technique of teaching, in which teacher always remains the utmost authority in the classroom, keeping the discipline as an important component in education. Bagley also never stopped stressing the value of knowledge, and the systematic study of a subject. He believed that physical and social sciences provided the "essential" knowledge that all students must acquire as a part of their general culture. One of the purposes of education is to pass on the accepted values of the society to the next generation. Bagley rejected the “soft” pedagogical approach advocated by progressive educators, which overemphasized individual interests and freedom, and pointed up the need for discipline and tradition. |
| + | |||
| + | Bagley held that [[language]] and [[mathematics|mathematical]] skills were the core components at which education must focus, therefore any curriculum must be built around these two. | ||
==Legacy== | ==Legacy== | ||
| − | William Bagley was a conservative educational philosopher who lived and worked during the progressive era. He regarded both philosophical views on education – progressive and conservative – as | + | William Bagley was a conservative educational philosopher who lived and worked during the progressive era. He regarded both philosophical views on education – progressive and conservative – as having valid points that need to be taken into account when applying educational philosophy to curriculum. He opposed extreme viewpoints in educational theory and rejected the idea that only one educational theory can account for all problems in education. He advocated moderate, balanced approach to education. |
| − | Educational essentialism, which Bagley propagated, was the reaction to the progressive elements in the early 20th century American educational system, which overemphasized freedom and democratic classroom. As a theory, it is still pretty much present in the modern educational system and represents a valuable counterbalance to | + | Educational essentialism, which Bagley propagated, was the reaction to the progressive elements in the early 20th century American educational system, which overemphasized freedom and democratic classroom. As a theory, it is still pretty much present in the modern educational system and represents a valuable counterbalance to progressivism. |
| − | Bagley created Kappa Delta Pi honorary society in education, which is still active in modern times. | + | Bagley created [[Kappa Delta Pi]] honorary society in education, which is still active in modern times. |
| − | During his career Bagley authored or coauthored more than 30 books and published more than 400 articles and editorials in dozens of journals. | + | During his career Bagley authored or coauthored more than 30 books and published more than 400 articles and editorials in dozens of journals. |
==Publications== | ==Publications== | ||
| − | * Bagley, William. 1907. Classroom Management. MacMillan Co. | + | * Bagley, William. 1907. ''Classroom Management''. MacMillan Co. |
| − | * Bagley, William. 1911. Educational Values. MacMillan Co. | + | * Bagley, William. 1911. ''Educational Values''. MacMillan Co. |
| − | * Bagley, William. 1931. Education, Crime, and Social Progress. MacMillan Co. | + | * Bagley, William. 1931. ''Education, Crime, and Social Progress''. MacMillan Co. |
| − | * Bagley, William. 1934. Education and Emergent Man. T. Nelson and Sons | + | * Bagley, William. 1934. ''Education and Emergent Man''. T. Nelson and Sons |
| − | * Bagley, William. 1937. A Century of the Universal School. The Macmillan Company | + | * Bagley, William. 1937. ''A Century of the Universal School''. The Macmillan Company |
| − | * Bagley, William. 1969 (original published in 1925). Determinism in Education. Ayer Co Pub. ISBN 0405013833 | + | * Bagley, William. 1969 (original published in 1925). ''Determinism in Education''. Ayer Co Pub. ISBN 0405013833 |
| − | * Bagley, William. 1979 (original published in 1905).The Educative Process. Arden Library. ISBN 0849505372 | + | * Bagley, William. 1979 (original published in 1905). ''The Educative Process''. Arden Library. ISBN 0849505372 |
| − | * Bagley, William. 2006 (original published in 1911). Craftsmanship in Teaching. Dodo Press. ISBN 1406504424 | + | * Bagley, William. 2006 (original published in 1911). ''Craftsmanship in Teaching''. Dodo Press. ISBN 1406504424 |
| − | * Bagley, William & Beard, William C. 1928. A First Book in American History. The Macmillan Company | + | * Bagley, William & Beard, William C. 1928. ''A First Book in American History''. The Macmillan Company |
==References== | ==References== | ||
| − | * Brickman, W. W. 1948. Essentialism ten years after. School and Society, 67, 361-65 | + | * Brickman, W. W. 1948. Essentialism ten years after. ''School and Society'', 67, 361-65 |
| − | * BookRags.com. William Chandler Bagley. Retrieved on February 12, 2007, <http://www.bookrags.com/biography/william-chandler-bagley/> | + | * BookRags.com. ''William Chandler Bagley''. Retrieved on February 12, 2007, <http://www.bookrags.com/biography/william-chandler-bagley/> |
| − | * Kandel, I. Leon. 1961. William Chandler Bagley, stalwart educator. Columbia university Press | + | * Kandel, I. Leon. 1961. ''William Chandler Bagley, stalwart educator''. Columbia university Press |
| − | * Null, J. Wesley. 2003. A Disciplined Progressive Educator: The Life and Career of William Chandler Bagley. Peter Lang Publishing. ISBN 0820469092 | + | * Null, J. Wesley. 2003. ''A Disciplined Progressive Educator: The Life and Career of William Chandler Bagley.'' Peter Lang Publishing. ISBN 0820469092 |
| − | * Null, J. Wesley. 2003. An intellectual progressive educator: Toward a rereading of William Chandler Bagley, 1874-1946. FindArticles.com. Retrieved on February 12, 2007, <http://www.findarticles.com/p/articles/mi_qa4013/is_200307/ai_n9271529/pg_1> | + | * Null, J. Wesley. 2003. An intellectual progressive educator: Toward a rereading of William Chandler Bagley, 1874-1946. ''FindArticles.com''. Retrieved on February 12, 2007, <http://www.findarticles.com/p/articles/mi_qa4013/is_200307/ai_n9271529/pg_1> |
| − | * Monroe, W. S. 1969. Teacher-learning theory and teacher education, 1890-1950. New York: Greenwood Press. ISBN 083712462X | + | * Monroe, W. S. 1969. ''Teacher-learning theory and teacher education, 1890-1950''. New York: Greenwood Press. ISBN 083712462X |
==External links== | ==External links== | ||
Revision as of 01:59, 14 February 2007
William Chandler Bagley (born March 15, 1874 – died July 1, 1946), was an American educator and editor, one of the leading Essentialists and the critic of pragmatism and progressive education. He published chiefly on the topics of teacher education, curriculum, and educational philosophy and psychology.
Life
William Bagley was born in Detroit, Michigan, the son of William Chase and Ruth Walker. His family moved from Massachusetts to Detroit, where his father worked as a hospital superintendent. After graduating from a high school in Detroit, he enrolled in 1891 into the Michigan Agricultural College (now Michigan State University). In 1895 he graduated with the bachelor degree, and started to work as a teacher in a small school in Garth, Michigan.
The teaching experience in Garth helped Bagley decide about his life-calling. He borrowed money and enrolled in the graduate school at the University of Wisconsin, where he earned his Masters degree in 1898. Two years later, in 1900, he was awarded Ph.D. in education and psychology from Cornell University, where he studied under Edward B. Titchener, one of the leading psychologists at the time. His dissertation was entitled The Apperception of the Spoken Sentence.
In 1901 Bagley worked as a principal in an elementary school in St. Louis, Missouri. About the same time he married Florence MacLean Winger, with whom he had four children.
In 1902 Bagley began teaching at the Montana State Normal College at Dillon, Montana, as professor of psychology and pedagogy. After few years spent there he moved to New York and taught at the State Normal School in Oswego. In 1909 he was appointed professor and director of the School of Education at the University of Illinois, where he built a strong education department. During his tenure there he founded the Kappa Delta Pi, honorary society in education. He developed and refined the basic concepts that became the foundation for the Society's ideals.
Bagley became professor of education at Teachers College, Columbia, in 1917, and stayed on that position until his retirement in 1939. His work at Columbia was the most productive one, publishing numerous books and papers in the area of education.
He founded and/or edited several journals and magazines. In 1905 he founded the Inter-Mountain Educator, which was the first educational journal in the northern Rocky Mountain region. In 1910 he co-founded and edited the Journal of Educational Psychology, and edited the School and Home Education (1912-1914). In the period from 1920 to 1925 he was editor of the Journal of the National Education Association. He worked with the Carnegie Foundation to found the Society for the Advancement of Education, for which he edited its journal, School and Society.
He died in 1946, at the age of 72, in New York City.
Work
Throughout the most of his career, Bagley worked to professionalize teachers’ profession, and to design more effective methods of teachers’ education. His Classroom Management (1907) was a guide for young teachers to master the basic skills of effective teaching. In it he advocated the strict “vertical” model of school management, in which the principal of the school was the utmost authority in decision-making process, and the teachers were to follow his orders. While the principal overlooks the progress through curriculum, teachers need to provide that each student executes the assigned task. Bagley believed that obedience is the key in this process – the obedience of students to the teachers, and of teachers to the principals. The goal of education is to create the "socially efficient individual", one that would become a "useful part of society". Education should lead toward the formation of just, more equal, and more human society.
In his 1925 book Determinism in Education, Bagley criticized the application of intelligence testing in American schools. He claimed that the tests were biased, written for the white middle-class students. The minority students did not do well on those tests not because of their lower intelligence, but because of cultural and racial differences that did not match the tests' inherent biases.
In his two books Education, Crime, and Social Progress (1931) and Education and Emergent Man (1934) Bagley presents his view of the world in which teachers hold the highest level in human society. His vision of future was idealistic, describing the world of well educated individuals, where crime did not exist and where all citizens enjoyed a healthy life. The key for such society, according to Bagley, was education.
In Education and Emergent Man Bagley thought that his theory would replace two popular theories of education – mechanistic psychology, outlined in the work of psychologist Edward L. Thorndike, and extreme pragmatism, promoted by philosopher William Heard Kilpatrick. Bagley was especially critical of Kilpatrick, believing that he and his followers had misinterpreted the work of John Dewey. Bagley himself was both a supporter and a critic of Dewey’s progressive education, believing that progressive education and pragmatism in education have their advantages, but in overall they have negative effect on the educational level of society. Opposing all type of extremism, Bagley held that a balanced approach to education is needed, one which will take all aspects of education, from all schools and philosophies, into account.
By the end of his career Bagley founded the educational “Essentialism”, a movement in the philosophy of education that wanted to retain the valuable aspects of Progressive education, but apply them in a traditional way. Bagley emphasized the technique of teaching, in which teacher always remains the utmost authority in the classroom, keeping the discipline as an important component in education. Bagley also never stopped stressing the value of knowledge, and the systematic study of a subject. He believed that physical and social sciences provided the "essential" knowledge that all students must acquire as a part of their general culture. One of the purposes of education is to pass on the accepted values of the society to the next generation. Bagley rejected the “soft” pedagogical approach advocated by progressive educators, which overemphasized individual interests and freedom, and pointed up the need for discipline and tradition.
Bagley held that language and mathematical skills were the core components at which education must focus, therefore any curriculum must be built around these two.
Legacy
William Bagley was a conservative educational philosopher who lived and worked during the progressive era. He regarded both philosophical views on education – progressive and conservative – as having valid points that need to be taken into account when applying educational philosophy to curriculum. He opposed extreme viewpoints in educational theory and rejected the idea that only one educational theory can account for all problems in education. He advocated moderate, balanced approach to education.
Educational essentialism, which Bagley propagated, was the reaction to the progressive elements in the early 20th century American educational system, which overemphasized freedom and democratic classroom. As a theory, it is still pretty much present in the modern educational system and represents a valuable counterbalance to progressivism.
Bagley created Kappa Delta Pi honorary society in education, which is still active in modern times.
During his career Bagley authored or coauthored more than 30 books and published more than 400 articles and editorials in dozens of journals.
Publications
- Bagley, William. 1907. Classroom Management. MacMillan Co.
- Bagley, William. 1911. Educational Values. MacMillan Co.
- Bagley, William. 1931. Education, Crime, and Social Progress. MacMillan Co.
- Bagley, William. 1934. Education and Emergent Man. T. Nelson and Sons
- Bagley, William. 1937. A Century of the Universal School. The Macmillan Company
- Bagley, William. 1969 (original published in 1925). Determinism in Education. Ayer Co Pub. ISBN 0405013833
- Bagley, William. 1979 (original published in 1905). The Educative Process. Arden Library. ISBN 0849505372
- Bagley, William. 2006 (original published in 1911). Craftsmanship in Teaching. Dodo Press. ISBN 1406504424
- Bagley, William & Beard, William C. 1928. A First Book in American History. The Macmillan Company
ReferencesISBN links support NWE through referral fees
- Brickman, W. W. 1948. Essentialism ten years after. School and Society, 67, 361-65
- BookRags.com. William Chandler Bagley. Retrieved on February 12, 2007, <http://www.bookrags.com/biography/william-chandler-bagley/>
- Kandel, I. Leon. 1961. William Chandler Bagley, stalwart educator. Columbia university Press
- Null, J. Wesley. 2003. A Disciplined Progressive Educator: The Life and Career of William Chandler Bagley. Peter Lang Publishing. ISBN 0820469092
- Null, J. Wesley. 2003. An intellectual progressive educator: Toward a rereading of William Chandler Bagley, 1874-1946. FindArticles.com. Retrieved on February 12, 2007, <http://www.findarticles.com/p/articles/mi_qa4013/is_200307/ai_n9271529/pg_1>
- Monroe, W. S. 1969. Teacher-learning theory and teacher education, 1890-1950. New York: Greenwood Press. ISBN 083712462X
External links
- Digital Archives Collection – Some full-text publications of Bagley
- William C. Bagley – Biography on the Kappa Delta Pi website
- Craftsmanship in Teaching – Full-text online edition of Bagley’s book, on Project Gutenberg website
- What is Essentialism? – About Essentialist philosophy of education
- Essentialism, Perrenialism, Progressivism – On different theories of education
- Kappa Delta Pi – Honorary society in education, founded by Bagley
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