Social Aesthetics and the School Environment: A Case Study of the Chivalric Ethos

223 Pages·2018·3.04 MB·English

by  Adam I. Attwood (auth.)

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A CASE STUDY OF THE CHIVALRIC ETHOS
The Cultural and Social Foundations of Education
Series Editor
A.G. Rud
College of Education
Washington State University
Pullman, Washington
USA
The Palgrave Pivot series on the Cultural and Social Foundations of Edu-
cationseekstounderstandeducationalpracticesaroundtheworldthrough
the interpretive lenses provided by the disciplines of philosophy, history,
sociology,politics,andculturalstudies.Thisseriesfocusesonthefollowing
majorthemes:democracyandsocialjustice,ethics,sustainabilityeducation,
technology,andtheimagination.Itpublishesthebestcurrentthinkingon
those topics, as well as reconsideration of historical figures and major
thinkersineducation.
Moreinformationaboutthisseriesat
http://www.springer.com/series/14443
Adam I. Attwood
Social Aesthetics
and the School
Environment
A Case Study of the Chivalric Ethos
AdamI.Attwood
WashingtonStateUniversity
Pullman,Washington
USA
TheCulturalandSocialFoundationsofEducation
ISBN978-3-319-60344-5 ISBN978-3-319-60345-2 (eBook)
DOI10.1007/978-3-319-60345-2
LibraryofCongressControlNumber:2017951712
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S E P
ERIES DITOR S REFACE
The Palgrave Pivot series on the Cultural and Social Foundations of Edu-
cationseekstounderstandeducationalpracticesaroundtheworldthrough
the interpretive lenses provided by the disciplines of philosophy, history,
sociology,politics,andculturalstudies.Thisseriesfocusesonthefollowing
majorthemes:democracyandsocialjustice,ethics,sustainabilityeducation,
technology,andtheimagination.Itpublishesthebestcurrentthinkingon
those topics, as well as reconsiderations of historical figures and major
thinkersineducation.Theculturalandsocialfoundationsofeducationare
enjoyingarebirth.WhilestudiesofPlato,Pestalozzi,andDeweyoranalyses
of the effects of US Supreme Court decisions or world economic policies
havealwaysbeenimportanttounderstandingeducation,thereisincreased
urgency forsuch workin today’seducationalclimate. Educationisseenin
boththedevelopedanddevelopingworldasameanstosocialadvancement
and improvement of life. More than ever, there are questions about what
kindofeducationshouldbeprovidedandforwhom.Inaddition,informa-
tiontechnologiesarerapidlytransformingteachingandlearning,whilethe
political climate in many countries emphasizes market solutions to social
problems at the same time that it moves away from democratic forms of
schooling.Outofthisrichcontext,theCulturalandSocialFoundationsof
Educationserieswasestablishedtoexplorefivethemesimportantinschool-
inginshortbooksbyleadingandrisingscholars.Ichosethemesthatareof
perennial importance to the foundations of education, such as democracy
and social justice, as well as newer emphases, such as technology and
sustainability that scholars are exploring. Democracy and social justice has
v
vi SERIESEDITOR’SPREFACE
beenaperennialthemeinfoundationsofeducation,andcontinuestohave
greater urgency. This series features works that examine worldwide issues
related to democracy and social justice, from the effects of wealth and
income inequality on schools in developed countries to the spread of
democracy and social justice concerns to other countries around the
world. Closelyrelatedtothisisthesecondthemeofethics:issuesofright,
wrong, fairness, equity, and equality in schools and educational practices
worldwide.Increasedattentionisbeingpaidtoourplanet’shealth,sohow
wecaneducateourchildrentoacceptanddealwithenvironmentaldegra-
dation forms the third theme. What it means to educate for a sustainable
futureisaquestionthatfoundationscholarsareincreasinglyaddressing.For
a fourth theme, the impact of information technology upon education is
enormous,andnotsomethingthatshouldbeleftjusttotechnicalexpertsin
thatarea.Thereisaneedforscholarsintheculturalandsocialfoundations
ofeducationtoinquirecriticallyabouttheclaimsmadebytechnologyand
to inform us about new developments in this area. Finally, the arts and
imaginationarealltoooftenpushedtothemarginsofschooling,especially
today,andsothistopicformsthefifththeme.Scholarsoffoundationshave
long championed the importance of this area: in the last century, John
Dewey made a compelling argument in his late work, Art as Experience,
fortheimportanceofartandtheimaginationandespeciallyforsupporting
the arts in educational practice. The volumes in the series include both
single-authored and edited collections, and they serve as accessible
resourcesforthoseinterestedinfoundationalissuesineducationatalllevels,
particularly advanced undergraduate and graduate students in education
andthesocialscienceswhoarebeingexposedtothelatestthinkingonissues
of perennial importance and relevance to the contexts and practices of
educationworldwide.
A.G.Rud
A
CKNOWLEDGMENTS
Thank-youtoDr.A.G.Rud, Distinguished ProfessoratWashingtonState
University College of Education, for supporting my research ideas and
quest to conduct mixed-methods research to answer very complicated
questionsofpracticeandtheory.
Pullman,Washington AdamI.Attwood
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C
ONTENTS
1 PositingaNewSocialTheoryforSocialStudiesEducation 1
2 ReviewoftheLiteratureandLineageofChivalricIdeals 37
3 CritiquingtheLegacyofChivalry 127
4 EmpiricalCaseStudyofPreserviceK-8Teachers’
PerceptionsofChivalry 145
Index 201
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L F
IST OF IGURES
Fig.1.1 Themorphologyoftheconceptualtermarcheophisomorph 7
Fig.1.2 Visualoutlineofarcheophisomorphictheory 8
Fig.4.1 Arandomdisplayofpointsaround0providedfurtherevidence
thattheassumptionofindependencewasmet 172
Fig.4.2 Theboxplotoftheresidualssuggestedarelativelynormal
distributionalshape 173
Fig.4.3 Thehistogramoftheresiduals 174
Fig.4.4 TheQ-Qplotsuggeststhatnormalitywasreasonable 175
Fig.4.5 Thescatterplotdependentvariable(overallopinion)withthe
covariate(gender)doesnothavepositiveornegativelinearity 175
Fig.4.6 Thescatterplotofthedependentvariable(overallopinion)
withtheindependentvariable(artisticrepresentation) 176
Fig.4.7 Whenartisticrepresentationisevaluatedagainstthe
unstandardizedresidualofthedependentvariable(overallopinion) 177
Fig.4.8 Whengenderisplacedagainsttheunstandardizedresidualofthe
dependentvariable(overallopinion) 178
Fig.4.9 Whencharacteristicsofchivalryareevaluatedagainstthe
unstandardizedresidualofthedependentvariable
(overallopinion) 179
Fig.4.10 Whenthebasisofperceptionisevaluatedagainstthe
unstandardizedresidualofthedependentvariable(overallopinion) 180
Fig.4.11 Whenbeliefaboutwhocanbechivalrousisevaluatedagainstthe
unstandardizedresidualofthedependentvariable
(overallopinionofchivalryasasocialconcept) 181
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