Walter Parker
Biographic Data
| ID | 5751127 |
|---|---|
| NAME | Walter Parker |
| GIVEN NAMES | Walter |
| FAMILY NAME | Parker |
| SIGNATURE | PARKER W |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-9722-9797 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 128 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1916 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Towards a shared reality for liberal democracy
American citizens face an epistemic crisis that threatens their liberal-democratic political order: They lack a shared standard of truth for distinguishing facts from falsehoods. Schools have an obvious role to play in solving the problem, for teaching the truth about the world and how to find it are at the heart of their mission. Careful curriculum decision-making is needed to accomplish this aim, and my contribution to this symposium is to sugg…
Backtalk: Teaching historical reasoning helps democracy thrive
Beneath the turmoil over book bans, Advanced Placement courses, and teaching about race and slavery lurks a sobering fact about historical knowledge: History is not only about what happened in the past but also about how we know it. Understanding history means grasping both substance and method. If students are asked simply to memorize information about the past, rather than investigate it, then they have learned no way to distinguish historical …
Bringing Human Rights Education Home
Human rights education (HRE) is marginalized in U. S. schools. This review explores the reasons why, and the reviewed book shows a way forward.Let us begin by noting that human rights and human rig
Content selection in advanced courses
Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite: “test-prep” teaching and mere “coverage” of the curriculum. This paper contributes elements of a theory of content …
International education’ in US public schools
This study focuses on the recent adoption of ‘international education’ (IE) by US public schools. Theoretically, it conceptualises this phenomenon as a social movement and a dynamic arena of knowledge construction and contestation. Methodologically, it combines fieldwork, interviews and critical discourse analysis. The central finding is that multiple meanings are circulating on an asymmetrical field: a discourse of national security dominates th…
Cognitive Praxis in Today's “International Education” Movement: A Case Study of Intents and Affinities
We report a qualitative case study of interpretive activity inside the current wave of the “international education” movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews of a sample of movement intellectuals—activists positioned between powerbrokers and school practition…
Nutarniq: Uniting the Arctic Community with a Wireless Arctic Network for Circumpolar Communications
This paper provides a summary of the current state of telecommunications for eight Arctic nations and a common vision for a Wireless Arctic Network to unite the Arctic Circumpolar Community. It presents detailed requirements based on the North
Teaching with and for discussion
Educating Democratic Citizens: A Broad View
2001). Educating Democratic Citizens: A Broad View. Theory Into Practice: Vol. 40, Rethinking the Social Studies, pp. 6-13
Toward an Aristocracy of Everyone: Policy Study in the High School Curriculum
We propose a course of study that would have high school students study and practice a public policy analysis model used by public policy professionals. Presently elected for study by graduate students in public affairs departments, rigorous policy study is saved for the tiny few. This in turn supports a form of democracy where the many are excluded from popular sovereignty. We elaborate the meaning of and rationale for public policy analysis and…
Rejoinder to Houser
Navigating the Unity/Diversity Tension in Education for Democracy
(1997). Navigating the Unity/Diversity Tension in Education for Democracy. The Social Studies: Vol. 88, No. 1, pp. 12-17
Japanese and American preservice teachers' attitudes toward global issues and relations
Democracy and Difference
“Advanced” Ideas about Democracy: Toward a Pluralist Conception of Citizen Education
Citizenship education is probably the most popular stated mission for public schooling in the United States, but it rests on a feeble conception of democratic citizenship that skirts social and cultural diversity. The effect, oddly enough, is a citizenship education that is unclear about its relationship with multicultural education, and sometimes positioned defensively toward it. Here I outline a conception of democratic citizenship that is appr…
Back to the Melting Pot? A Response to Leming
Critical Reasoning on Civic Issues
In order to examine the elicitation and production of critical reasoning, twenty-four eleventh grade students were directed to write a dialectical essay on a selected civic issue. Twenty-Two of the 24 students produced such essays. Difficulties included simplistic arguments pro and con, and non sequitur counterarguments. The investigators suggest that high school students are ready to employ advanced forms of critical reasoning on public controve…
Thinking to Learn Concepts
Additional informationNotes on contributorsWalter C. ParkerWALTER C. PARKER is an assistant professor of social studies education at the University of Washington in Seattle
Teachers' Mediation in Social Studies
This paper develops the idea of teachers' mediation and applies it to social studies education. Inquiry on teachers' mediation is distinguished from inquiry on teachers' behavior and cognition, which is, in turn, shown to be embedded in a conceptually limited model of school change. Gadamer's “prior question” and Schon's “reflection-in-practice” are introduced to elaborate the heritage and significance of this distinction. Three illustrative exam…
Teaching Thinking: The Pervasive Approach
Two thinking strategies, concept forma tion and dialectical reasoning, are de scribed. Each seeks the development of students' intellects while helping them learn content. Both have been field- tested with preservice and inservice teachers and appear to satisfy several requirements ofteachers' daily practice
Dorothy’s and Mary’s Mediation of a Curriculum Invention
Nothing seems so clear to eductators, so self-evident, as that schools must improve. They must move ever more proximate to the good. But what is the pull? And what responses are possible, other than dutifully churning out ever more ameliorative “plans ” for schools to “implement”? What are the contours of praxis in such times? The inquiry detailed below originated in such questions and my desire to contribute to the larger hermeneutic community t…
Justice, Social Studies, and the Subjectivity/Structure Problem
The claim that social studies education ought to promote justice is not uncommon in social studies curriculum materials, plans, and commentary. With few exceptions, however, justice is treated without attention to theory, history, or social context. Lacking this foundation, its promotion has tended to be hollow and innocent. This paper engages that problem at the point where justice, ontogeny, and ideology intersect. Justice is analyzed from two …
Building a Computer-Managed Teacher Education Curriculum
The Effect of Port Improvement and Inland Water Highway Development on Future Markets
Facilities of the Port of New Orleans
Teaching with and for discussion
Educating Democratic Citizens: A Broad View
2001). Educating Democratic Citizens: A Broad View. Theory Into Practice: Vol. 40, Rethinking the Social Studies, pp. 6-13
Navigating the Unity/Diversity Tension in Education for Democracy
(1997). Navigating the Unity/Diversity Tension in Education for Democracy. The Social Studies: Vol. 88, No. 1, pp. 12-17
International education’ in US public schools
This study focuses on the recent adoption of ‘international education’ (IE) by US public schools. Theoretically, it conceptualises this phenomenon as a social movement and a dynamic arena of knowledge construction and contestation. Methodologically, it combines fieldwork, interviews and critical discourse analysis. The central finding is that multiple meanings are circulating on an asymmetrical field: a discourse of national security dominates th…
Democracy and Difference
Critical Reasoning on Civic Issues
In order to examine the elicitation and production of critical reasoning, twenty-four eleventh grade students were directed to write a dialectical essay on a selected civic issue. Twenty-Two of the 24 students produced such essays. Difficulties included simplistic arguments pro and con, and non sequitur counterarguments. The investigators suggest that high school students are ready to employ advanced forms of critical reasoning on public controve…
Content selection in advanced courses
Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite: “test-prep” teaching and mere “coverage” of the curriculum. This paper contributes elements of a theory of content …
Toward an Aristocracy of Everyone: Policy Study in the High School Curriculum
We propose a course of study that would have high school students study and practice a public policy analysis model used by public policy professionals. Presently elected for study by graduate students in public affairs departments, rigorous policy study is saved for the tiny few. This in turn supports a form of democracy where the many are excluded from popular sovereignty. We elaborate the meaning of and rationale for public policy analysis and…
Back to the Melting Pot? A Response to Leming
Thinking to Learn Concepts
Additional informationNotes on contributorsWalter C. ParkerWALTER C. PARKER is an assistant professor of social studies education at the University of Washington in Seattle
Justice, Social Studies, and the Subjectivity/Structure Problem
The claim that social studies education ought to promote justice is not uncommon in social studies curriculum materials, plans, and commentary. With few exceptions, however, justice is treated without attention to theory, history, or social context. Lacking this foundation, its promotion has tended to be hollow and innocent. This paper engages that problem at the point where justice, ontogeny, and ideology intersect. Justice is analyzed from two …
Cognitive Praxis in Today's “International Education” Movement: A Case Study of Intents and Affinities
We report a qualitative case study of interpretive activity inside the current wave of the “international education” movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews of a sample of movement intellectuals—activists positioned between powerbrokers and school practition…
Teachers' Mediation in Social Studies
This paper develops the idea of teachers' mediation and applies it to social studies education. Inquiry on teachers' mediation is distinguished from inquiry on teachers' behavior and cognition, which is, in turn, shown to be embedded in a conceptually limited model of school change. Gadamer's “prior question” and Schon's “reflection-in-practice” are introduced to elaborate the heritage and significance of this distinction. Three illustrative exam…
Teaching Thinking: The Pervasive Approach
Two thinking strategies, concept forma tion and dialectical reasoning, are de scribed. Each seeks the development of students' intellects while helping them learn content. Both have been field- tested with preservice and inservice teachers and appear to satisfy several requirements ofteachers' daily practice
Costa Rica
Facilities of the Port of New Orleans
The Effect of Port Improvement and Inland Water Highway Development on Future Markets
Building a Computer-Managed Teacher Education Curriculum
Dorothy’s and Mary’s Mediation of a Curriculum Invention
Nothing seems so clear to eductators, so self-evident, as that schools must improve. They must move ever more proximate to the good. But what is the pull? And what responses are possible, other than dutifully churning out ever more ameliorative “plans ” for schools to “implement”? What are the contours of praxis in such times? The inquiry detailed below originated in such questions and my desire to contribute to the larger hermeneutic community t…
Justice, Social Studies, and the Subjectivity/Structure Problem
The claim that social studies education ought to promote justice is not uncommon in social studies curriculum materials, plans, and commentary. With few exceptions, however, justice is treated without attention to theory, history, or social context. Lacking this foundation, its promotion has tended to be hollow and innocent. This paper engages that problem at the point where justice, ontogeny, and ideology intersect. Justice is analyzed from two …
Teachers' Mediation in Social Studies
This paper develops the idea of teachers' mediation and applies it to social studies education. Inquiry on teachers' mediation is distinguished from inquiry on teachers' behavior and cognition, which is, in turn, shown to be embedded in a conceptually limited model of school change. Gadamer's “prior question” and Schon's “reflection-in-practice” are introduced to elaborate the heritage and significance of this distinction. Three illustrative exam…
Teaching Thinking: The Pervasive Approach
Two thinking strategies, concept forma tion and dialectical reasoning, are de scribed. Each seeks the development of students' intellects while helping them learn content. Both have been field- tested with preservice and inservice teachers and appear to satisfy several requirements ofteachers' daily practice
Thinking to Learn Concepts
Additional informationNotes on contributorsWalter C. ParkerWALTER C. PARKER is an assistant professor of social studies education at the University of Washington in Seattle
Critical Reasoning on Civic Issues
In order to examine the elicitation and production of critical reasoning, twenty-four eleventh grade students were directed to write a dialectical essay on a selected civic issue. Twenty-Two of the 24 students produced such essays. Difficulties included simplistic arguments pro and con, and non sequitur counterarguments. The investigators suggest that high school students are ready to employ advanced forms of critical reasoning on public controve…
Back to the Melting Pot? A Response to Leming
“Advanced” Ideas about Democracy: Toward a Pluralist Conception of Citizen Education
Citizenship education is probably the most popular stated mission for public schooling in the United States, but it rests on a feeble conception of democratic citizenship that skirts social and cultural diversity. The effect, oddly enough, is a citizenship education that is unclear about its relationship with multicultural education, and sometimes positioned defensively toward it. Here I outline a conception of democratic citizenship that is appr…
Navigating the Unity/Diversity Tension in Education for Democracy
(1997). Navigating the Unity/Diversity Tension in Education for Democracy. The Social Studies: Vol. 88, No. 1, pp. 12-17
Japanese and American preservice teachers' attitudes toward global issues and relations
Democracy and Difference
Toward an Aristocracy of Everyone: Policy Study in the High School Curriculum
We propose a course of study that would have high school students study and practice a public policy analysis model used by public policy professionals. Presently elected for study by graduate students in public affairs departments, rigorous policy study is saved for the tiny few. This in turn supports a form of democracy where the many are excluded from popular sovereignty. We elaborate the meaning of and rationale for public policy analysis and…
Rejoinder to Houser
Teaching with and for discussion
Educating Democratic Citizens: A Broad View
2001). Educating Democratic Citizens: A Broad View. Theory Into Practice: Vol. 40, Rethinking the Social Studies, pp. 6-13
Nutarniq: Uniting the Arctic Community with a Wireless Arctic Network for Circumpolar Communications
This paper provides a summary of the current state of telecommunications for eight Arctic nations and a common vision for a Wireless Arctic Network to unite the Arctic Circumpolar Community. It presents detailed requirements based on the North
Cognitive Praxis in Today's “International Education” Movement: A Case Study of Intents and Affinities
We report a qualitative case study of interpretive activity inside the current wave of the “international education” movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews of a sample of movement intellectuals—activists positioned between powerbrokers and school practition…
International education’ in US public schools
This study focuses on the recent adoption of ‘international education’ (IE) by US public schools. Theoretically, it conceptualises this phenomenon as a social movement and a dynamic arena of knowledge construction and contestation. Methodologically, it combines fieldwork, interviews and critical discourse analysis. The central finding is that multiple meanings are circulating on an asymmetrical field: a discourse of national security dominates th…
Content selection in advanced courses
Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite: “test-prep” teaching and mere “coverage” of the curriculum. This paper contributes elements of a theory of content …
Bringing Human Rights Education Home
Human rights education (HRE) is marginalized in U. S. schools. This review explores the reasons why, and the reviewed book shows a way forward.Let us begin by noting that human rights and human rig
Backtalk: Teaching historical reasoning helps democracy thrive
Beneath the turmoil over book bans, Advanced Placement courses, and teaching about race and slavery lurks a sobering fact about historical knowledge: History is not only about what happened in the past but also about how we know it. Understanding history means grasping both substance and method. If students are asked simply to memorize information about the past, rather than investigate it, then they have learned no way to distinguish historical …
Sociology (20 works) · Pedagogy (18 works) · Psychology (17 works) · Mathematics education (15 works) · Educator Training and Historical Pedagogy (12 works) · Political science (12 works) · Law (11 works) · Politics (10 works) · Social science (10 works) · Epistemology (9 works)