Education and the Cold War: The Battle for the American by A. Hartman

By A. Hartman

Almost immediately after the Russians introduced Sputnik in 1957, Hannah Arendt quipped that “only in the United States might a concern in schooling truly turn into an element in politics.”  The chilly conflict conflict for the yankee university – dramatized yet no longer initiated through Sputnik – proved Arendt right. the universities served as a battleground within the ideological conflicts of the 1950s.  starting with the family tree of innovative schooling, and finishing with the formation of latest Left and New correct notion, schooling and the chilly battle bargains a clean point of view at the postwar transformation in U.S. political tradition when it comes to an exam of the academic historical past of that period.

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The committee’s findings were harsh in its analysis of radical tactics, and suggested that the union set up a delegate system to avoid being dominated by what it determined was a small, disciplined faction. However, the committee report— termed the “Dewey Report”—also found that one of the main problems was the age gap, and thus it recommended that the older members go easy on the young militants. The committee suggested that only the radical faction’s leaders, such as outspoken Isadore Begun, one of Dewey’s former students, be suspended, and only for a short time.

They fought to protect hard-won gains for those already in the union by denying union membership to a growing population of temporary substitute teachers. 27 The conservative shift of the Teachers Union leadership inevitably sparked factionalism, led by the growth of left-wing opposition. By the late 1920s, the Linville-Lefkowitz administration, referred to by then as the “old guard,” “bureaucrats,” or “right-wingers,” was slowly but surely losing its grip on the union. The newer, younger members of the AFT were typically more interested in the mass unionism that had previously motivated the likes of Lefkowitz.

By 1933, many of the newcomers were Works Progress Administration (WPA) teachers, and tended to be relatively well educated, a result of years languishing in graduate schools, unable to find jobs due to the Depression. Overall, this segment of the union was bitter and radicalized. They wanted a union that would oppose the conservative school board by any means necessary, including direct public confrontation. 28 Many of the young radicals embraced Marxism: some joined the Communist Party, some were Trotskyites or followers of Communist Party apostate Jay Lovestone, and others were left-leaning socialists.

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