Boler, M. (2000). An Epoch Of Difference: Hearing Voices In The Nineties.

Educational Theory, 50(3), 357-381.

I was very interested to read about the nineties due to the fact that I graduated high
school in 1997. The first interesting fact that stood out to me was that in the 1990s
California is the forty-first in the nation in education spending, yet first in prison
spending. This could be why Los Angeles was quick to spend half-a-billion dollars in
2013 to have all students in the district receive an ipad. After a decade of not focusing
on the education system, they thought the solution would be have a massive expansion
of classroom technology brought into the classrooms. Another statement mentioned
that was interesting to me was written by Leonard J. Waks in 1998 and states that doubt
is an uneasy state from which we struggle to free ourselves. In an HPL environment
educators need to realize this if they want their students to succeed.
Burbules, N. (2000). A half-century of educational theory: perspectives on the
past, present, and future. Educational Theory. 50(3), 279-288.
A Half-Century of Educational Theory: Perspectives on the Past, Present, and Future
article is an introduction of five essays from different authors voicing historical
accounts of the shifting fortunes of educational theory. All the authors are educational
philosophers that share a broad disciplinary approach, yet use different methods and
outlooks. Each essay represents a different era of scholarly work in the Journal
Educational Theory, spanning from the 1950s to the 1990s. The essays are titled: Red
Scares (and Other Scares) based on the 1950s, Being and Doing based on the 1960s,
Memory and Forgetfulness based on the 1970s, Diversity and Divergence based on the
1980s and Deconstruction and Reconstruction based on the 1990s.
Feinberg, W. and Odeshoo, J. (2000). Educational theory in the fifties: the
beginning of a conversation. Educational Theory. 50(3), 289-306.
This article titles Educational Theory in the Fifties: The Beginning of a Conversation
discusses issues in education in the 1950s. The first few articles in the first volume of
the journal defines educational theory in terms of its relation to practice and to larger
political and social issues. An article written in April 1959 titled How to Educate a Man
is meant to discuss the direction of equality, yet it still shows signs of sexism.
Greene, M. (2000). The sixties: The calm against the storm, or, levels of concern.
Educational Theory, 50(3), 307-320.
In the 1960s, educational methods were being questioned, due to the lack of standards
and discipline and the substance of subject matter. There was a push for the
government to invest in science and math education and also gifted education. In the
1960s there was a realization that other countries in the world are more dominant in
certain subject areas. In late 1960s there was an article written by Joe Burnett that
highlighted the change in a technology-dominated culture, the internet, a computerized

globalization, distance learning, and digitalization; all topics that were not discussed in
other parts of the journal.
Kohli, W. (2000). Educational Theory In The Eighties: Diversity And Divergence.
Educational Theory, 50(3), 339-356.
In 1981, Jonas Soltis used the phrase philosophy and education instead of
philosophy of education in Philosophy and Education: Eightieth Yearbook of the
National Society for the Study of Education. This phrase suggests that educational
philosophers were to be trained in philosophy and then relate that philosophical training
to educational problems (p. 341). Soltis view of educators is that they need the
experience of mental sharpening, probing, and reflecting on its task and responsibilities
if there is to be any hope that they will encourage reflective and critical thinking in
others (p. 343). In the 1980s there was much debate to determine who counted as a
philosopher and who did not.
Phillips, D. (2000). Interpreting The Seventies, Or, Rashomon Meets Educational
Theory. Educational Theory, 50(3), 321-338.
There is a shift in this article from the decades before. The seventies had a numerous
amount of articles in the volumes of Educational Theory that were written by scholars
who held positions in Departments of Philosophy. John Dewey is still mentioned more
times than not in this decade. The articles and works produced in the 1970s are
presented in four narratives. Pressing social and political events in the United States
were mentioned in the first narrative that had a significant impact on both philosophy
and education. Much discussion in the seventies about knowing how versus knowing
that followed previous decades and is found in Gilbert Ryles book The Concept of
Mind. It was interesting to see how the shift in the practice of evaluation of educational
and social programs, and information-processing models of human cognition were
receiving attention in the 1970s.