American Hall Recapitulation Theory

In the early 1800’s education in America grew and developed rapidly, largely because of the works of three very important men: Noah Webster, William McGuffey, and Horace Mann. These three men were catalysts for the growth of education throughout the nineteenth century, and without them the large strides America took during this time would not have occurred. These great men all shared one goal: to educate the youth of America as well as possible. This was no small task, however, because the educational system in place was disorganized and had several large problems that had to be overcome.

During the procedure researchers desired to acquire as much information as accessible during the one-week visit. The testing consisted of 50 hours of four personality trait scales, three aptitude and occupational interests and two intelligence tests in which each twin had to fulfill. The researcher’s results show that genetic influences resemble to justify for most of the disparities in human characteristics. Bouchard and Lykken have come to the realization that genetic has a major impact on the characteristics of human and that it is no longer a deliberation. Instead ideas must be looked upon to advance. Our clarifications on fundamental views about skills, interest, parenting, education, abilities, and social behavior come from the viewpoint that individual’s knowledge and judgement shape their character and not the genes. Bouchard and Lykken will be the first to contradict with clarifications and propose their own suggestions. Genetic influence mainly drives intellect. These influences contain education, family setting and social class. Also, in Bouchard and Lykken’s findings are some genetic and environmental influence combinations that determine individual

In the farming society of the early 1800’s, education was not possible for many children. Horace Mann, a farm boy himself and an early advocate for educational reform, saw the deficiencies in the educational system. He pushed for “common schools” that would retain local control, be co-educational and revolve around the agricultural year. Mann’s ideas began to be adopted around the country in the second half of the nineteenth century. By the start of the twentieth century, mandatory public schooling was the norm. This was the height of the industrial revolution. As Davidson notes in “Project Classroom Makeover”, “Public Education was seen as the most efficient way to train potential workers for labor in the newly urbanized factories (197).” Schools began to work like an assembly line with a focus on efficiency, attention to detail, memorization of facts and staying on task. Curriculum became standardized and states began to replace the local management of education. Critically thinking outside the box was less valued. Regardless of ability, children started school at the same age and were moved through their education in a regulated process.

Gladwell reveals that to excel in the world, one must be born with or introduced to the right tools. These tools may include being born into a high class home, when one is born, as well as being recognized early in school. When Lewis Terman, in 1921, conducted the Genetic Study of Genius observation, he only took into account the subjects I.Q. scores. It wasn’t until later, when he noticed the divergence of three different groups A, B, and C, did he realize that it wasn’t only about scores. The groups were separated by societal class, group A born from the high end of the scale while C was from the lower end. Group A, as well as most of B, did superb at the same time that group C fell out. Intelligence

An American pragmatist and feminist, Hull-House founder Jane Addams (1860-1935) came of age in time of increasing tensions and division between segments of the American society, a division that was reflected in debates about educational reform. In the midst of this diversity, Addams saw the profoundly interdependent nature of all social and political interaction, and she aligned her efforts to support, emphasize and increase this interdependence. Education was one of the ways she relied on to overcome class disparity, as well as to increase interaction between classes. Her theories about the interdependent nature of living in a democracy provided a backdrop for her educational theory. Education, she thought, needed to produce people who

An American pragmatist and feminist, Hull-House founder Jane Addams (1860-1935) came of age in time of increasing tensions and division between segments of the American society, a division that was reflected in debates about educational reform. In the midst of this diversity, Addams saw the profoundly interdependent nature of all social and political interaction, and she aligned her efforts to support, emphasize and increase this interdependence. Education was one of the ways she relied on to overcome class disparity, as well as to increase interaction between classes. Her theories about the interdependent nature of living in a democracy provided a backdrop for her educational theory. Education, she thought, needed to produce people who

Horace Mann and Jane Addams both lived in the 19th century America and were university educated reformers. However, they came of age in very different times, with Horace Mann living during the early years of American democracy and Addams the massive industrial expansion and immigration era of the late 19th century (Gutek, 2011). These differences created distinct educational needs that required very different responses. In the case of Mann the need was for quality instruction for all children and not just the children of the elite. Horace Mann used the skills he developed as a Massachusetts politician and his post as the first secretary of the Massachusetts Board of Education to advocate for the creation of Common Schools. These schools

There are many different types of authors: poets, short story writers, essay writers, children's authors and playwrights. Donald hall just happens to be all of them. He has also had different sections of his life involving different things.One was his early days including education.Another was his mid life where he did majority of his writing and family building.The final part of his life is what he is living right now which is his older time of his life. Through Donald hall's eighty eight years of living eighty nine in September, he has experience many challenges.

One major problem reformers attempted to address was education. Before the time of public schools, the main education was in the home, where the mother would embody her duty of republican motherhood, and teach their kids civil virtue: the ability to grow up and contribute to the nation. Eventually public schools were founded as the role of women in society changed, however at the time of the movement, the public school system was abysmal. Children from age three to fourteen would all be educated in one room, by one teacher who was often terribly under qualified. An excerpt written by Abraham Lincoln on his childhood explains how the only requirements for a job as a teacher was to be able to read and write (Document A). This ineffective system of education was to be extensively reformed by the secretary of the Massachusetts Board of Education, a man who would go on to be celebrated as the “Father of

subjects date as far back as the early Greek thinkers such as Aristotle and Socrates.

Sharing the same principle, Nazi eugenicists also focus in investigating heritable traits. Galton argued that mental abilities are heritable, and people have the responsibility to maintain these “natural gifts.” He claimed that the failure of Athenian women to reproduce resulted for the Greek civilization, which he considered as the “ablest” race, to disappeared. This then suggests that maintaining desirable heritable traits is necessary for the improvement of human races population. With hereditary traits as center of eugenics, eugenicists started to investigate the role of hereditary in different diseases and characteristics. For instance, Karl Pearson investigated the influence of hereditary in intelligence, mental illness, alcoholism

After high school, he first enrolled into Williston Academy in 1862 then transferred to Williams College. Stanley Hall’s mother, Abagail, pushed him to go into ministry. When he turned 14 he told his mother that he had begun a journey on his own. When he graduated from college he studied a year at the Theological Seminary, just to please his mother, before abandoning religion altogether, because he did not have a deep conviction. In 1868 to 1871 he traveled to Germany. While there he studied experimental psychology. G. Stanley hall had identified play as to create young men who have disciplining spirit and will be obedient to adults. Stanley hall was inspired by Wilhelm Wundt’s “Principles of Physiological Psychology,” that he earned a doctorate in psychology at Harvard in 1874. Hall was the first American to be granted a PH D in Psychology at Harvard. He also became Wundt’s first American student. Hall began his career by teaching English and Psychology at Antioch College in 1872. He also taught many other classes at Antioch. In 1883, he taught Psychology at John Hopkins. Granville Stanley Hall said “Education has, thus become the chief problem of the world, its one holy cause. The nations that see this will survive, and those that fail to do so will slowly perish. There must be re-education of the will and of the heart as well as of the intellect, and the ideals of service must supplant those of selfishness and greed. Never

In the early 20th century many theories were put forward to help explain why and how children develop. A theorist who played a

Human evolution links with the history of psychology through Thomas Wynn’s cognitive archaeology. Thomas Wynn (1979) wanted to find the link between archaeology and psychology. He used Piaget’s theory of development to argue that old humans had functional operational intelligence which requires for

One of the most interesting and controversial areas in behavioral genetics, human intelligence is currently assumed to be subject to both genetic and environmental influences.