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The world history textbook in second...

Chilton, David L.

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The world history textbook in secondary education: Religious content and the ideology of progress, 1800-1900.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The world history textbook in secondary education: Religious content and the ideology of progress, 1800-1900./
Author:	Chilton, David L.
Description:	294 p.
Notes:	Source: Masters Abstracts International, Volume: 29-02, page: 0197.
Contained By:	Masters Abstracts International29-02.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1342252

The world history textbook in secondary education: Religious content and the ideology of progress, 1800-1900.
Chilton, David L.

The world history textbook in secondary education: Religious content and the ideology of progress, 1800-1900. - 294 p.

Source: Masters Abstracts International, Volume: 29-02, page: 0197.

Thesis (M.A.)--Rice University, 1990.

Recent textbook studies find the human religious heritage curiously absent from public school history textbooks, an absence perhaps explainable through the development of an ideology of progress, lying at the heart of the modern public educational establishment.Subjects--Topical Terms:

599244
Education, History of.

The world history textbook in secondary education: Religious content and the ideology of progress, 1800-1900.
LDR:02103nmm 2200301 4500 001 1850315
005 20051206151514.5
008 130614s1990 eng d
035 $a (UnM)AAI1342252
035 $a AAI1342252
040 $a UnM $c UnM
100 1 $a Chilton, David L. $3 1938246
245 1 4 $a The world history textbook in secondary education: Religious content and the ideology of progress, 1800-1900.
300 $a 294 p.
500 $a Source: Masters Abstracts International, Volume: 29-02, page: 0197.
500 $a Director: Thomas L. Haskell.
502 $a Thesis (M.A.)--Rice University, 1990.
520 $a Recent textbook studies find the human religious heritage curiously absent from public school history textbooks, an absence perhaps explainable through the development of an ideology of progress, lying at the heart of the modern public educational establishment.
520 $a This ideology achieves dominance after the Civil War. Antebellum texts, containing a fusion of classical and Judeo-Christian historical outlooks, show no consensus upon overarching historical notions of progress. These texts contain strong Biblical content, including miraculous and supernatural elements, and serve to impress upon the reader moral values of the classical/Judeo-Christian heritage, while justifying the Protestant Reformation. Progressive notions, when present, are usually derived from Christian, post-millennial outlooks.
520 $a Post-bellum textbooks adopt increasingly secular notions of progress. Biblical and moral content diminish; the miraculous and supernatural virtually disappear. The theme of progress becomes the prime determinant for selecting historical content, a theme increasingly separated from religious development and increasingly linked to political and especially technological advancement.
590 $a School code: 0187.
650 4 $a Education, History of. $3 599244
650 4 $a History, United States. $3 1017393
650 4 $a Religion, History of. $3 1017471
690 $a 0520
690 $a 0337
690 $a 0320
710 2 0 $a Rice University. $3 960124
773 0 $t Masters Abstracts International $g 29-02.
790 1 0 $a Haskell, Thomas L., $e advisor
790 $a 0187
791 $a M.A.
792 $a 1990
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1342252