Harvard Educational Review
  1. Summer 1978 Issue »

    Individualism, Collectivism, and Radical Educational Reform

    Elizabeth Cagan
    Suggesting the American notions of individualism may be at the heart of the failure of radical schools reform, Elizabeth Cagan argues that educators must actively foster in children a collectivist character—one based on altruism, cooperation, and concern for the welfare of others. In support of this, she reviews a diverse body of literature ranging from observaations of education in socialist nations to experimental research on cooperative behavior among childern. Concluding that a moral commitment to collectivist ideals is the essence of radical reform, she offers a series of educational activities and methods designed both to reflect and to promote such ideals.

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    Summer 1978 Issue

    Abstracts

    Perspectives on the Follow Through Evalution
    No Simple Answer
    Critique of the Follow Through Evaluation
    Ernest R. House, Gene V Glass, Leslie D. McLean, Decker F. Walker
    Pardon Us, But What Was the Question Again?
    A Response to the Critique of the Follow Through Evaluation
    Richard B. Anderson, Robert G. St. Pierre, Elizabeth C. Proper, Linda B. Stebbins
    Follow Through Redux
    A Response to the Critique by House, Glass, McLean, and Walker
    Carl E. Wisler, Gerald P. Burns, Jr., David Iwamoto
    The Worth of the Follow Through Experience
    Walter L. Hodges
    Understanding the Equity Consequences of School-Finance Reform
    Lee S. Friedman, Michael Wiseman
    Individualism, Collectivism, and Radical Educational Reform
    Elizabeth Cagan
    Essay Reviews
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