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A HISTORICAL STUDY ON TRANSFORMATION OF IDEAL AND CURRICULUM OF WOMEN'S COLLEGES IN THE UNITED STATES, 1880-1916

1880-1916年美国女子学院理想与课程变迁的历史研究

基本信息

批准号：
10610281
负责人：
SAKAMOTO Tatsuro
金额：
$ 1.02万
依托单位：
Soka University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 2000
项目状态：
已结题

项目摘要

This study consists of the following three parts :1) Mount Holyoke Female Seminary's transformation into a full-blown college brought conflict into school's long-established "ethos of seminary." The upgraded curriculum, which was required to obtain charter, was essentially a copy of outdated curriculum of men's colleges.2) Woman's Education Association's effort to open the door of Harvard College for women, on its first stage, won a partial victory and Harvard Examination for Women was born. The Examination was, however, contradictory to education reform initiated by Charles W. Eliot in that he focused his ideal of university's excellence on original lectures and research while the Examination was based on an old recitation system.3) Association of Collegiate Alumnae's search for a new standard of corporate membership was greatly influenced by other organizations' effort of standardization and accreditation. The unique futures of Association's requirement of admission that paid full attention to women's educational needs did challenge the conventional definitions of academic excellence, but they were not free from "the spell of liberal arts."The study highlights a historical paradox of women's higher education. Although women tried to make "progressive" educational reform, by following men's education as the model, the net result was often outdated, "regressive" one.

本研究由以下三个部分组成：1）曼荷莲女子神学院转型为一所成熟的学院，给学校长期以来确立的“神学院精神”带来了冲突。获得特许所需的升级课程实质上是男性学院过时课程的翻版。2）女性教育协会为女性打开哈佛学院大门的努力在第一阶段取得了部分胜利，哈佛女子考试诞生了。然而，该考试与查尔斯·W·艾略特发起的教育改革相矛盾，因为他将大学卓越的理想集中在原创讲座和研究上，而考试则基于旧的背诵系统。3）大学校友协会寻求新的企业会员标准，很大程度上受到其他组织标准化和认证努力的影响。该协会充分关注女性教育需求的入学要求的独特前景确实挑战了学术卓越的传统定义，但它们并没有摆脱“文科的魔咒”。这项研究凸显了女性高等教育的历史悖论。尽管女性试图效仿男性教育模式进行“进步”的教育改革，但最终的结果往往是过时的、“倒退的”。