A Study On The Changes Of The Department Of Education In The University Of Chicago For A Hundred Years (1894-2001)

The University of Chicago’s Department of Education was built in1894，two years after the school building. The establishment of this academic organizationreflected the idea of the University of Chicago and American education reform in thelate19th and early20th century. Because of Dewey and other master’s endeavor, thestrength of the Department of Education gradually strong and became one of the mostprestigious American educational research centers in20th century. But the fate of theDepartment of Education took a new turn. After a hundred years of development, theDepartment of Education quickly towards disintegration. In2001, it completelydisappeared in the University of Chicago. In its history, the Department of Educationhas experienced five changes and reforms of academic organization.The changes and development of the Department of Education can be divided intofour periods. Respectively is the creating and early development period, the tortuousdevelopment period, flourishing period, decline and disintegration period. In eachperiod, its specific change implies deep historical reasons. These changes are closelylinked with the American educational trends and educational reform.The disintegration of the Department of Education has inevitable objective reasonsand deep internal reasons. From the objective cause, every organization has its life cycle.The length of life of the organization depends on its ability to adapt to the environment.The University of Chicago’s Department of Education failed to show a sustainedadaptability and transformative, thus, it must to face the final disintegration. In thissense, the demise of this academic organization is inevitable. In addition, the Universityof Chicago’s Department of Education lost considerable financial support. Moreover,anti-educational and criticizing Education trends which appeared in American since the1970s produced objective impacts to the disintegration of the Educational Department in some way. As the internal factors, the eventually disintegration of the University ofChicago’s department of education mainly roots in the uselessness of educationaldiscipline is questioned, the professional settings of the Department of Education cannot meet the demand of the market and the pedagogical academic standards can’t reachthe top-ranking, the transformation of educational research and so on.Through the changes for centuries and the fate of the University of Chicago’sEducational Department, the development of contemporary education subject should beclosely connected with the needs of teaching practice and social reality of education.Additionally, the selection of pedagogy research paradigm should free between practiceguidance and internal theory. The establishment of faculties of education should beconcerned about the social reality and professional organizations should be set up withsocial integration.