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    THEODORE BRAMELD (By: Vanessa Orense)

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    Theodore Brameld (1904-1987) was an American philosopher and educator who believed schools could transform politics and society. He earned his doctorate from the University of Chicago in 1931 and taught at various universities. Brameld was influenced by John Dewey and advocated for reconstructionism, which held that education should change and improve culture. He wrote extensively about reconstructionism and how education could address social problems and promote humanism. Though some found his ideas too idealistic, Brameld's work on multicultural and global education is now more widely accepted. He taught until retiring from Boston University in 1969 and continued advocating for social causes until his death at age 83 in 1987.

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    THEODORE BRAMELD (By: Vanessa Orense)

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    Vanengggg
    750 views2 pages
    Theodore Brameld (1904-1987) was an American philosopher and educator who believed schools could transform politics and society. He earned his doctorate from the University of Chicago in 1931 and taught at various universities. Brameld was influenced by John Dewey and advocated for reconstructionism, which held that education should change and improve culture. He wrote extensively about reconstructionism and how education could address social problems and promote humanism. Though some found his ideas too idealistic, Brameld's work on multicultural and global education is now more widely accepted. He taught until retiring from Boston University in 1969 and continued advocating for social causes until his death at age 83 in 1987.

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    THEODORE BRAMELD (by: Vanessa Orense)

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    Theodore Brameld (1904-1987) was an American philosopher and educator who believed schools could transform politics and society. He earned his doctorate from the University of Chicago in 1931 and taught at various universities. Brameld was influenced by John Dewey and advocated for reconstructionism, which held that education should change and improve culture. He wrote extensively about reconstructionism and how education could address social problems and promote humanism. Though some found his ideas too idealistic, Brameld's work on multicultural and global education is now more widely accepted. He taught until retiring from Boston University in 1969 and continued advocating for social causes until his death at age 83 in 1987.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    750 views2 pages

    THEODORE BRAMELD (By: Vanessa Orense)

    Uploaded by

    Vanengggg
    Theodore Brameld (1904-1987) was an American philosopher and educator who believed schools could transform politics and society. He earned his doctorate from the University of Chicago in 1931 and taught at various universities. Brameld was influenced by John Dewey and advocated for reconstructionism, which held that education should change and improve culture. He wrote extensively about reconstructionism and how education could address social problems and promote humanism. Though some found his ideas too idealistic, Brameld's work on multicultural and global education is now more widely accepted. He taught until retiring from Boston University in 1969 and continued advocating for social causes until his death at age 83 in 1987.

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    of 2

    Vanessa Orense

    English 1B

    THEODORE BRAMELD (1904–1987)

    Theodore Brameld was born on 20 January 1904 and he is a philosopher and


    educator as well. He claimed that schools were the ultimate source of political and
    social transformation. He was a proponent of the reconstructionism of culture. Let
    me tell you how it happened.

    At the University of Chicago in 1931, Theodore Brameld earned his doctorate in


    philosophy. At New York University and Boston University, he spent most of his
    career teaching. He was shaped by John Dewey's. In the 1930s, at Teachers
    College, Columbia University, Brameld was attracted to a social activist group of
    scholars. He wrote in The Social Frontier, an educational and political criticism
    journal. In 1945, his book Minority Problems in Public Schools was published. He
    stated in 1950 that a reconstructed perspective was required for education. Many of
    his thoughts arose from his experience of adapting his philosophical views to a
    school environment. Brameld did not consider a problem beyond the boundaries of
    dialogue and objective study.

    In his conviction that theory must be linked to real-life problems, Brameld never
    wavered. Philosophers as well as educators, he reiterated, must act decisively on
    their values. He remained confident and brave in the face of threats and
    persecution by the McCarthyist forces that tried to muffle his resolute voice in the
    1940s and 1950s.
    His cultural understanding of four education ideologies was created by Brameld. He
    regarded essentialism as a theory of education that deals primarily with the
    conservation of culture. Brameld maintained that any philosophy that regarded
    values as pure or unchanging was opposed by reconstructionists, including
    progressivists.

    IIn his many publications, Brameld went on to refine his philosophy. A small but
    powerful book, Education as Strength, was published in English, Spanish,
    Portuguese, Japanese, and Korean editions in 1965. (and was reissued in 2000).
    Education as Force explicitly and concisely outlines many of reconstructionism's key
    tenets..

    There are two main functions in education: transmitting culture and changing
    culture. The second of these positions, that of altering and innovating, becomes
    more significant when American culture is in a state of crisis. Reconstructionism,
    Brameld concluded, is a theory of crisis; the reconstructionist is "very clear as to
    what path mankind should follow, but not at all clear as to which road it will take."

    The capstone of reconstructionistic philosophy and practice is the reclaiming of


    collective self-realization. Attention is also given to politics, human relations,
    religion, and the arts by Brameld. In reconstructionism, defensible partiality is a
    fundamental principle. There is constant a devotion to existential humanism. The
    curiosity of Brameld in culture led him to write Education's Cultural Foundations: An
    Interdisciplinary Exploration. Brameld studied culture and education in Puerto Rica.

    A visionary description and culmination of many of his lifelong hopes and


    convictions is one of Brameld's last novels, The Instructor As World Citizen: A
    Scenario of the 21st Century (1976). Printed as if looking back from the eve of the
    year 2001, the teacher-narrator recalls the previous quarter century's global shifts.
    Some critics have considered the educational theory of Brameld too goal-centric
    and utopian. His promotion of teachers as activists of social change annoyed some.
    More than half a century later, his unpopular contribution to intercultural education
    was more generally accepted as multicultural and global education.Brameld taught
    at Springfield College in Massachusetts and the University of Hawaii until becoming
    professor emeritus at Boston University in 1969. He took part in protests against
    nuclear power and, as a teacher, traveled around the world.

    Suddenly at the age of eighty-three, Theodore Brameld died in October 1987 in


    Durham, North Carolina. Established in the late 1960s by Brameld's former doctoral
    students and others influenced by his theories, the Society for Educational
    Reconstruction (SER) continues to sponsor conferences and symposia focused on
    different aspects of education's reconstructionist theory.

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