Research On Cremin's Ecology Of Education

Lawrence Archur Cremin (1925—1990) is an eminent educator and his reevaluation of America's progressive educational movement is rich in philosophy, which evokes a profound response in the field of education in education. In the 1970s, he first put forward the theory of ecology of education, and on such basis he again address the educational historical concept and methodology about "interactionalism", providing new tendency and implanting new energy in the development of educational science and modern educational research in America.This paper focused on introducing Cremin's theory of ecology of education and there are four sections in this paper. The first part put forward the subjective and objective reasons of Cremin's theory of ecology of education. After WWⅡ, America was in turmoil, various contradicts got together and people made contradicts directed toward progressive education. Under this circumstance, Cremin made a historical systematic and objective summary on American progressive education and its theory. Observing different changes of the society sharply, he thought that school should not be the only one that should shoulder all the responsibility for the failure and we must notice the education phenomena outside schools and gave new ideas on education problems. Therefore, Cremin tried to apply ecological way to education research and creatively put forward the theory of "ecology of education".The second section stated the main idea of Cremin's theory of ecology of education. Firstly, Cremin redefined the concept of education. He treated education from ecological education, and paid attention to the multi-comprehensive analysis of education, especially the social environment of education. He noticed the educational function of the family environment, school environment and other educational institutions outside the school. Secondly, Cremin analyzed the problems of public education and teacher education, and groped for the policy making of the public education and new modes of the education.The third section stated characteristics of Cremin's theory of ecology of education based on its theory. Compared with other researchers, Cremin had apparently different understanding toward ecology of education. With English scholar Eggleston J. focused on the distribution of educational material, Cremin thought that the concept of education was of value because it emphasized on connection. The way of ecology of education is to contact educational institution with the configuration of education and treated them based on the maintenance and the social connection that was deeply influenced by them. He was the first one to use "configuration of education" to explain the scopes and complexity of the educational circumstances and put forward three ways to reflect on the educational problems. In addition, he probed into the American historical research modes with the use of the theory of ecology of education.The fourth section briefly evaluated Cremin's personal achievements, the main achievements and influence of his theory of ecology of education. Firstly, Cremin's personal achievements were summarized, and his contribution to American education was acknowledged; Secondly, the main achievements of Cremin's theory of ecology of education was introduced; Thirdly, the influence of Cremin's ecology of education was evaluated, included the enlightenment on American educational reform, the influence on American educational thought and the breakthrough of American historical research modes.