NEH banner

[light] [dark]

Funded Projects Query Form
4 matches

Participant name: Gibbon
Keywords: 'Booker T. Washington' (this phrase)
Sort order: Award year, descending

Query elapsed time: 0.047 sec

Export results to Excel
Save this query

FV-267042-19

Boston University (Boston, MA 02215-1300)
Peter Gibbon (Project Director: February 2019 to present)
What We Teach and Why: Philosophers of Education from the Enlightenment to the Present

A three-week seminar for 16 K-12 teachers on the philosophical foundations of American education.

This Seminar at Boston University will explore works of major educational thinkers. We will look at John Locke’s theories on education, Thomas Jefferson’s letters, Jean-Jacques Rousseau’s portrait of a young boy’s education, Horace Mann’s reports, William James’ talks, and John Dewey’s essays. We will analyze the debate between Booker T. Washington and W. E. B. Du Bois on African-American education. We will examine Maria Montessori’s message about early childhood education and Mary Wollstonecraft’s early feminism. We will consider critics of Progressive education, such as Arthur Bestor and William C. Bagley.  The Seminar will conclude with the works of two contemporary educational philosophers, Howard Gardner and E.D. Hirsch. The overarching goals of this exploration will be to introduce teachers to debates among significant philosophers of education, to understand connections among their ideas, and to articulate ways their theories can be made relevant to K-12 education.

Project fields:
U.S. History

Program:
Seminars for School Teachers

Division:
Education Programs

Totals:
$105,000 (approved)
$103,849 (awarded)

Grant period:
10/1/2019 – 12/31/2020


FV-250785-16

Boston University (Boston, MA 02215-1300)
Peter Gibbon (Project Director: February 2016 to present)
Philosophers of Education: Major Thinkers from the Enlightenment to the Present

A three-week seminar for sixteen schoolteachers on philosophers of education from the Enlightenment to the present day.

This Seminar at Boston University will explore the works of major educational thinkers. We will look at John Locke’s theories on education, Thomas Jefferson’s letters, Jean-Jacques Rousseau’s portrait of a young boy’s education, Horace Mann’s reports, William James’ lectures, and John Dewey’s essays. We will study the debate between Booker T. Washington and W.E.B. Dubois over African-American education and analyze Maria Montessori’s message about early childhood education. We will consider critics of Progressive education, such as Arthur Bestor and William C. Bagley. The Seminar will conclude with the works of two contemporary educational philosophers, Howard Gardner and E. D. Hirsch. The overarching goals of this exploration will be to introduce the teachers to debates among significant philosophers of education, to understand connections among their ideas, and to articulate ways their theories can be made accessible and relevant to K-12 educators today.

Project fields:
U.S. History

Program:
Seminars for School Teachers

Division:
Education Programs

Totals:
$110,603 (approved)
$110,603 (awarded)

Grant period:
10/1/2016 – 9/30/2017


FV-231034-15

Boston University (Boston, MA 02215-1300)
Peter Gibbon (Project Director: February 2015 to February 2017)
Philosophers of Education: Major Thinkers from the Enlightenment to the Present

A three-week school teacher seminar for sixteen participants to study influential philosophers of education from the eighteenth century to the present.

This Seminar will study works of major educational thinkers. Starting with the Enlightenment, it will explore John Locke’s "Some Thoughts Concerning Education", Thomas Jefferson’s letters, and Jean Jacques Rousseau’s "Emile"; move on to Horace Mann’s "Reports on Education", William James’ "Talks to Teachers on Psychology", and John Dewey’s "The School and Society"; study the debate between Booker T. Washington and W.E.B. Du Bois over African-American education; and analyze Maria Montessori’s "The Montessori Method". We will also consider critics of Progressive education. The Seminar will conclude with works by contemporary philosophers: Howard Gardner’s "The Disciplined Mind" and E. D. Hirsch’s "The Schools We Need". The overarching goals will be to introduce participants to debates among significant philosophers of education, to understand the connections among their ideas, and to articulate ways their theories are relevant to K-12 educators today.

Project fields:
U.S. History

Program:
Seminars for School Teachers

Division:
Education Programs

Totals:
$110,006 (approved)
$96,565 (awarded)

Grant period:
10/1/2015 – 9/30/2016


FV-50375-13

Boston University (Boston, MA 02215-1300)
Peter Gibbon (Project Director: March 2013 to January 2015)
Philosophers of Education: Major Thinkers from the Enlightenment to the Postmodern Era

A three-week school teacher seminar for sixteen participants to study influential philosophers of education from the eighteenth century to the present.

This Seminar will study works of major educational thinkers. Starting with the Enlightenment, it will explore John Locke's Some Thoughts Concerning Education, Thomas Jefferson's letters, and Jean Jacques Rousseau's Emile; move on to Horace Mann's Reports on Education, William James' Talks to Teachers on Psychology, and John Dewey's The School and Society; study the debate between Booker T. Washington and W.E.B. Dubois over African-American education; and analyze Maria Montessori's The Montessori Method. We will also consider critics of Progressive education. The Seminar will conclude with works by contemporary philosophers: Howard Gardner's The Disciplined Mind and E. D. Hirsch's The Schools We Need. The overarching goals will be to introduce participants to debates among significant philosophers of education, to understand the connections among their ideas, and to articulate ways their theories are relevant to K-12 educators today.

[Grant products]

Project fields:
U.S. History

Program:
Seminars for School Teachers

Division:
Education Programs

Totals:
$104,467 (approved)
$99,613 (awarded)

Grant period:
10/1/2013 – 9/30/2014