Most of the educational philosophers of the time were inclined towards restricting themselves to the official aspects and problems like the sovereignty of the system without any influence from the society and the surrounding environment and the assessment of the calls and school structure conducted for its growth or for the progression of the epistemology that it embodied (Greene, 2000).
All those setups that seemed to be coming across as invasive or seemed to add a personalized bias where it didn't belong were quickly identified and removed. This was one of the reasons that led to the obsession of the possible consequences that could exist due to the practicality of the philosophical theories. Inflexibility was adeptly achieved by isolating what was practiced from its related theme, which was believed by many researchers to be the only efficient way that a sense of unbiased logic could be developed in an individual. One of the important things to note is that the application of the "movements" theory also made the examination unbiased because of its dependence on the overviews borrowed from different schools of thought. However, the philosophical theories that were based on pragmatism, reconstruction, existentialism and pure philosophical analysis were not successful at allowing the individual to form an impersonal conclusion (Greene, 2000).
Educational Theory and Philosophy during 1970's
The 1970s was a significant decade for both the philosophical and educational spheres as it saw some of the most crucial social and philosophical reforms in the history of the U.S. First, it was near the beginning of the decade that man landed on the moon after numerous tries. The Vietnam clash and the extensive instability and disorder of the university going youngsters dampened the beginning years of the decade. It was in the beginning of this decade that numerous smaller movement groups gained popularity and momentum especially the "Women's Movement" and the "Gay Liberation Movement." Also, the "American Indian Movement" took up a much more aggressive approach by the early 1970s. Outside the U.S. events that influenced the dealings of the U.S. were events like the Watergate break-in, the demise of President Nixon, the infamous slaughter of My Lai which led to the tribunal of Lt. William Called. The U.S. participation in the revolution in Chile had helped in the establishment of the horrifying Pinochet autocracy (Phillips, 2000).
As the mid 1970s approached we saw the very first emergence of the nuclear threat as well as the very first oil related crisis take place as well as the re-enforcement of the death penalty sentence. The Yom Kippur war was also a significant event of the mid 1970s. The social issues of divorce, crime, and use of drugs were on an escalating path and by the end of the decade inflation and economic strain were the main causes of concern for the U.S. government. Many researchers believe that it was the inflation and the economic state at the end of this decade that led to the selection of Ronald Regan and the consequential events on the 1980s. Another important aspect of this decade was the amount of education theories that came to surface but were dampened by the immense panorama created by events mentioned above (Phillips, 2000).
The most standout fact of the essays published in this decade was the amount of diversity that the writers had when applying the philosophical theories within the education context. There were many ideas that sprung from various angles that formed the educational theories during the early 1970s. By the mid-1970s the outlook and method toward forming the educational theories was reformed as it displayed a more analytical process of thought and an equal representation of traditions in the published papers. The important thing to note here was that even though the different groups of theorists were given equal representation, there was still very little contact in between the groups;...
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