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by Peter M. Collins (Author)
The intertwining careers of William Torrey Harris (1835-1909) converge in twelve of the Annual Reports of the Board of Directors for St. Louis Public Schools. Harris formulated most of the essential features of these twelve reports as the Superintendent of Schools from 1867 to 1869. These particular reports-which have been acclaimed nationally and internationally-are said to be among the most valuable official publications in American educational literature. They are far different from the descriptive documents originally intended by their author. This study demonstrates that Harris provided an authentic philosophy of education, a set of interrelated philosophical principles and their applications to educational problems. The substance of Harris's philosophy of education is focused upon a broadly based philosophical anthropology in relationship primarily to the purposes, curriculum, and teaching methods in intellectual, moral, and religious education.
Author Biography
Peter M. Collins is currently a Senior Research Fellow at the Institute for the History of Philosophy and Pedagogy in Silver Spring, Maryland. Professor Collins taught for thirty-two years at Marquette University. His teaching and research career has been focused upon philosophy and education. His articles on philosophy and education have appeared in thirty different scholarly journals published in the United States, Australia, Ireland, and England, among many others.
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Description
by Peter M. Collins (Author)
The intertwining careers of William Torrey Harris (1835-1909) converge in twelve of the Annual Reports of the Board of Directors for St. Louis Public Schools. Harris formulated most of the essential features of these twelve reports as the Superintendent of Schools from 1867 to 1869. These particular reports-which have been acclaimed nationally and internationally-are said to be among the most valuable official publications in American educational literature. They are far different from the descriptive documents originally intended by their author. This study demonstrates that Harris provided an authentic philosophy of education, a set of interrelated philosophical principles and their applications to educational problems. The substance of Harris's philosophy of education is focused upon a broadly based philosophical anthropology in relationship primarily to the purposes, curriculum, and teaching methods in intellectual, moral, and religious education.
Author Biography
Peter M. Collins is currently a Senior Research Fellow at the Institute for the History of Philosophy and Pedagogy in Silver Spring, Maryland. Professor Collins taught for thirty-two years at Marquette University. His teaching and research career has been focused upon philosophy and education. His articles on philosophy and education have appeared in thirty different scholarly journals published in the United States, Australia, Ireland, and England, among many others.
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