Radical Teaching in Turbulent Times

From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history education is taught and teaching students how to reason historically through sources.

Auteur

Robert L. Hampel is Professor in the School of Education at the University of Delaware, USA. He is a historian of education who also studies contemporary education policy. Hampel has previously served as Secretary/Treasurer for the national History of Education society.

Contenu

Chapter 1. IntroductionSection I. Duberman in the late 1960sChapter 2. "An Experiment in Education" (1969)Chapter 3. "On Misunderstanding Student Rebels" (1968)Section II. Other VoicesChapter 4. "50 Years Later-History 308 Revisited"Chapter 5. Martin and Peter Discuss the Fall, 1969 seminarChapter 6. Princeton Undergraduates Defend and Criticize InnovationChapter 7. On the Edge of the Platform: Tinkering with the 1971 Lecture ClassChapter 8. The Search for Allies: Bill Caspary, Martin Duberman, and John HoltChapter 9. "Let in the Light" Section III. After PrincetonChapter 10. Self and community: Black Mountain (1972)Chapter 11. Honesty, Power, and Desire in "Last Class" (1973)