Skip to main content
SpringerLink
Log in

The democratic argument for science curriculum reform in Britain and Australia: 1935–1945

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

The dominance of “academicism” in science education can be shown over the last century. However in the period of this study, when access to a universal secondary education was the main thrust of social reconstruction in Britain and Australia, a key struggle was for a socially-centred general science. The struggle, concerned the terms on which “the spirit of Science alive in the world”, could enter and transform education in schools to meet human needs. The epistemological arguments of the reformers were pragmatic. This study, set initially in an earlier period of depressive capitalism, is an account of how curriculum and cultural change was mediated by educational actors, employing pragmatic arguments for reform which drew on the metaphoric power of a scientific achievements which emanated from their society, to pursue democratic agendas within their workplace and locality.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Andrade, E., & Huxley, J. (1934).An introduction to science. London: Blackwell.

    Google Scholar 

  • Armstrong, H. (1925). Training in scientific method as a central motive in elementary schools. In G. Van Pragh (Ed.). (1973).Armstrong and science education (pp. 15–32). London: Routledge.

    Google Scholar 

  • Ashby, E. (1939). Report of meeting establishing the Australian Association of Scientific Workers.Australian Journal of Science, 2(3), 94.

    Google Scholar 

  • Ashby, E. (1942). Science and social reconstruction.Australian Journal of Science, 5 (4), 4.

    Google Scholar 

  • Ashby, E. (1947).Scientist in Russia, London: Pelican.

    Google Scholar 

  • Ashton, D., & Ducker, S. (1993). John Stewart Turner 1908–91.Historical Records of Australian Science, 9(3), 1–26.

    Google Scholar 

  • Bernal, J. (1939).The social function of science. London: Routledge.

    Google Scholar 

  • Bibby, C. (1971).T. H. Huxley on education. London: Cambridge University Press.

    Google Scholar 

  • Cunningham, K. (1937).Report of the committee on secondary education in Victoria. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Cunningham, K. (Ed.). (1938).Education for complete living. Melbourne: ACER.

    Google Scholar 

  • Dakin, W. (1918).Elements of animal biology. London: Macmillan.

    Google Scholar 

  • Daniel, F. (1936). The general science course in the Federated Malay States.Overseas Education, 8(3), 157–60.

    Google Scholar 

  • Daniel, F. (1938)General Science for Colonical Schools. London: Oxford University Press.

    Google Scholar 

  • Daniel, F., & Turner, J. (1943/6).General science for Australian schools. Melbourne: Oxford University Press.

    Google Scholar 

  • Dewey, J. (1938).Experience and education. New York: Macmillan.

    Google Scholar 

  • Fawns, R. (1987). Clear thinking and scientific method for our future leaders.Research in Science Education, 17, 67–77.

    Article  Google Scholar 

  • Fawns, R. (1988a).The maintenance and transformation of school science. Unpublished PhD thesis, Monash University, Melbourne.

    Google Scholar 

  • Fawns, R. (1988b). The cultural roots of school biology in Australia—From vitalism to dialectical materialism.Research in Science Education, 17, 67–78.

    Article  Google Scholar 

  • Fawns, R. (1991). Stories tell but words conceal—Aspects of historiographical research.Research in Science Education, 21, 74–82.

    Article  Google Scholar 

  • Fawns, R. (1996). The struggle for general science in Australia: The final campaign in the technical schools in Victoria.Research in Science Education, 26(1), 1–22.

    Article  Google Scholar 

  • Fensham, P. (1993). Academic influence on school science curricula.Journal of Curriculum Studies, 25(1), 53–64.

    Google Scholar 

  • Fowles, G. (1939). General science: A chemistry master’s criticism.New Era, 20(6), 145–47.

    Google Scholar 

  • Goodson, I. (1990).School subjects and curriculum change. London: Falmer Press.

    Google Scholar 

  • Gregory, R. (1916).Discovery or the spirit and service of science. London: Oxford University Press.

    Google Scholar 

  • Haldane, J. B. S. (1939).Science and you (Key Books No. 1). London: Fore.

    Google Scholar 

  • Hatfield, J. (1938).An introduction to biology. London: Oxford University Press.

    Google Scholar 

  • Heidegger, M. (1962).Being and time, London: Oxford University Press.

    Google Scholar 

  • Hogben, L. (1939),Science for the citizen. London: Routledge.

    Google Scholar 

  • Holmes, B. (1981)Joseph Lauwerys at the London Institute. Libraries Bulletin Supplement 22, London Institute of Education.

  • Hexley, J. 1932. Biology and cultural view.New Era, 13(1), 6–10.

    Google Scholar 

  • Jenkins, E. (1979). The general science movement. In E. Jenkins,From Armstrong to Nuffield (pp. 70–107). London: John Murray/ASE.

    Google Scholar 

  • Jenkins, E. (1981) Science, sentimentalism or social control? The nature study movement in England and Wales 1899–1914.History of Education, 10(1), 15–55.

    Google Scholar 

  • Jepson, R. (1936–1965).Clear thinking. London: Longmans.

    Google Scholar 

  • Kliebard, H. (1986).The struggle for the American curriculum. Boston: Routledge & Kegan Paul.

    Google Scholar 

  • Lauwerys, J. (1937). General science.School Science Review, 18(72), 466–480.

    Google Scholar 

  • Lauwerys, J. (1939). General science, a plea for its adoption.New Era, 20(3), 13–18.

    Google Scholar 

  • Lauwerys, J. (1940). General science now.The Journal of Education, 72(4), 446.

    Google Scholar 

  • Lauwerys, J. (1940). Reply to Cunningham.Journal of Education, 72(5), 526.

    Google Scholar 

  • Lauwerys, J. (1941). Review of general science for colonial schools (Books I & II).Overseas Education, 12(2), 101–4.

    Google Scholar 

  • Layton, D. (1981). The schooling of science in England, 1854–1939. In R. Macleod, & D. Collins (Eds.),The parliament of science (pp. 75–108) London: Science Review Ltd.

    Google Scholar 

  • Layton, D. (1984).The interpreters of science, London: John Murray/ASE.

    Google Scholar 

  • Lewis, C. (1938).The abolition of man: Reflections on education with special reference to the teaching of English in the upper forms of schools. London: Geoffrey Bles.

    Google Scholar 

  • Macleod, R. (1988).Commonwealth of science—ANZAAS. Melbourne: Oxford University Press.

    Google Scholar 

  • Medley, J. (1943).Education and democracy. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Melbourne University Schools Examination Board. (1943–60). Course of study for General Science in theHandbook of courses of study and examination prescriptions. Melbourne: Victorian Government Printer.

    Google Scholar 

  • Moran, J. (1983). Rhetoric and representation in Australian science in the 1940’s and 1980’s.Prometheus, 1(3), 9–17.

    Google Scholar 

  • Morgan, D. (Ed.). (1967).The Web of Life. Canberra: Australian Academy of Science.

    Google Scholar 

  • Norwood, C. (1943a).Curriculum and examinations in secondary schools—Report of the committee of the secondary schools examination council. London: HMSO.

    Google Scholar 

  • Norwood, C. (1943b). Address to headmaster’s conference quoted by Prof G. Brown, Chairman of the MUSEB. In W. Ricketts (1944),Gateway to science (Preface) Melbourne: Robertson & Mullins.

    Google Scholar 

  • Nunn, T. (1920).Education: Its data and first principles. London: Arnold.

    Google Scholar 

  • Phillips, M., & Cox, L. (1935).The teaching of biology, London: University of London Press.

    Google Scholar 

  • Popper, K. 1945.The open society and its enemies (Vol. II). London: Routledge.

    Google Scholar 

  • Preese, J. (1950).Personalities and power in english education, London: Arnold.

    Google Scholar 

  • Ravetz, J. (1971).Scientific knowledge and its social problems. London: Oxford University Press.

    Google Scholar 

  • Reid, W. (1987). Curricula topics as institutional categories. In I. Goodson & S. Ball (Eds),Defining the curriculum: Histories and ethnographies (pp. 15–36). London: Falmer Press.

    Google Scholar 

  • Scheffler, I. (1988).Four pragmatists—A critical introduction to Pierce, James, Mead and Dewey. New York: Routledge & Kegan Paul.

    Google Scholar 

  • Science Masters Association. (1936).The teaching of general science (Part 1), London: Science Masters Association.

    Google Scholar 

  • Shelton, H. (1940). Reply to J. S. Lauwery’s general science and topics.Journal of Education, 72(5), 524–525.

    Google Scholar 

  • Shelton, H. (1939).Theory and practice of general. London: Munby.

    Google Scholar 

  • Shelton, H. (1948).A textbook of general science, London: Allman.

    Google Scholar 

  • Silver, H. (1983).Education as history, London: Methuen.

    Google Scholar 

  • Snow, C. (1959).The two cultures and the scientific revolution. London: Mentor.

    Google Scholar 

  • Spencer White, A. (1938)General science chemistry. London: Dent.

    Google Scholar 

  • Spens, R. (1938).Report of the consultative committee on secondary education with special reference to government schools and technical high schools. London: HMSO.

    Google Scholar 

  • Thouless, R. (1938).Straight and crooked thinking. New York: European University Press.

    Google Scholar 

  • Turner, J. (1940). Biology in schools: Report of a meeting of the Victorian Branch of the AASW.Australian Journal of Science, 2(3), 10.

    Google Scholar 

  • Werskey, P. (1978).The invisible college. London: Allen Lane.

    Google Scholar 

  • Westbury, I. (1983). School Textbooks. In I. Westbury (Ed.),The international encyclopaedia of education research and studies (pp. 58–93). New York: Pergamon.

    Google Scholar 

  • Whitehead, A. (1922).The rhythms of education. London: Arnold.

    Google Scholar 

  • Wittgenstein, L. (1958).Philosophical investigations. London: Oxford University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Science and Mathematics Education, University of Melbourne, 3052, Parkville, Victoria, Australia

    Rod Fawns

Authors
  1. Rod Fawns
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rod Fawns.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Fawns, R. The democratic argument for science curriculum reform in Britain and Australia: 1935–1945. Research in Science Education 28, 281–299 (1998). https://doi.org/10.1007/BF02461564

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02461564

Keywords

Search

Navigation