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Attitudinal Changes And Mindset In Public Education

1736 words - 7 pages

The American attitude and mindset for public education has changed significantly as the year transition from 1933 to 1969, and then 1993. In 1933, American politicians and citizens were primarily concerned with funding for public education. As a result, the idea of educational change remained as discussions and debates in American society. In 1969, the fervor for educational change increased, which resulted in actions for promoting change in public education. Finally, in 1993, all the efforts put forth in advocating for educational change became prominent.
American attitudes toward education in 1933 were more objective and detached than the attitudes in 1993. A news article in 1933 reported that the National Conference on Financing of Education’s plan for funding education was to demand federal aid. The report made by the National Conference associated education as federal responsibilities, for a “Democratic society is under obligation… to provide adequate education for youth at public expense” (“Report Urges More Federal Education Aid, 1933). Therefore, the National Conference advocated for federal aid on a continuing policy. Some of the suggestions made for federal funding were to collect taxes, borrow money, and to grant or loan money to the states. However, it appeared that the National Conference was hesitant to push the plan through Congress or to impose the plan upon American citizens. After proposing their plain, the National Conference asked citizens “to appraise” the plan “until it is a fair expression of the American ideal” (“Report Urges More Federal Education Aid,” 1933).
The National Conference’s hesitation demonstrated the attitudes of the 1930’s. Although the American society recognized the importance of an education, the general population was more concerned about other issues. Therefore, American citizens adopted attitudes of detachment or disinterest toward education. The attitudes and ideas about education may vary across social groups, but the overall consensus was that education was not highly prioritized. Instead of worrying about the implementation of effective teaching or providing equal opportunities for learning, society worried about the financial aspect of education.
An article written by Paul Gallico in 1933 criticized the American ideas and attitudes toward higher education and finance. When the performance of Yale’s football team failed to meet the demands of the university’s financial supporters, threats were made of withdrawing contributions. The thoughts that by withdrawing financial support might impact the students’ education did not cross the alumnus’ mind. They were more preoccupied with fame and entertainment than education. As a result, Gallico condemned them for their inconsideration and immaturity. He condemned them for not realizing that the “older generation has made a failure of life;” therefore, the “new must find answers to the new problems of living that will confront them” (Gallico, 1993)....

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