[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592327-105":59,"doc-detail-592327-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-century-of-skills-movements-diane-ravitch","A Century of Skills Movements - Diane Ravitch","","Argumentative educational article examining how “21st-century skills” rhetoric echoes earlier 20th-century education fads rather than representing genuinely new ideas. Traces recurring debates on inquiry-based teaching, the teacher’s intellectual authority, and the value hierarchy of student opinions. Uses historical examples—from Socrates and Plato to reforms associated with vocational relevance, racialized schooling policies, and early project-method approaches—to critique simplistic progress narratives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-century-of-skills-movements-diane-ravitch/592327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-century-of-skills-movements-diane-ravitch/592327.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central claim does the author make about 21st-century skills?","Question",{"text":112,"@type":113},"The author argues that the proposals of the 21st-century-skills movement are not truly new and mirror earlier 20th-century ideas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the text describe the teacher’s role in the classroom?",{"text":117,"@type":113},"Teachers should maintain intellectual authority while encouraging students to think for themselves through instruction, challenge, and correction.",{"name":119,"@type":110,"acceptedAnswer":120},"Which historical examples are used to support the critique?",{"text":121,"@type":113},"The text references Socrates and Plato’s classroom reasoning, early 20th-century vocational and curriculum debates, and racialized education reports to show repeating patterns of reform thinking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592327,1792693034,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","responded,“She’s thinking. There’s alotto think about here.” I see her comment as a tribute to the book, not to my teaching, but Iam proud that the students were able to appreciate the quiet in the room.  \nTeachers should not have to give up intellectual authority in the classroom; they should bring their knowledge, insight, and expertise to students. Socrates, lauded by 21st-century-skills proponents for teaching through inquiry, led such inquiry every step of the way. Peter W. Cookson, Jr., speculates that were Socrates alive today, he “would embrace the new learning era  \nwith all the energy he had”; 14 yet it seems more likely that he would regard it with deep skepticism. In Plato’s Crito, Socrates asks,“Should a man professionally engaged in physical training pay attention to the praise and blame and opinion of any man, or to those of one man only, namely a doctor or trainer?”15 To Socrates, not all opinions were equal, and they should not all be equal in the classroom today. The teacher should encourage students to think for themselves but should also prepare them to do so—through instruction, challenge, and correction. Students should have opportunities to discuss and test their ideas,  \nA Century of Skills Movements  \nBy DIAnE RAvITCH  \nI am a historian of education and have written often about the educational enthusiasms and fads of the past century. One of my books, titled Left Back, tells the story of the rise and fall of one fad after another across the 20th century. In brief, what I’ve found is that in the land of American pedagogy, innovation is frequently confused with progress, and whatever is thought to be new is always embraced more readily than what is known to be true. Thus, pedagogues, policymakers, thought leaders, facilitators, and elected officials are rushing to get aboard the 21st-century-skills express train, lest they appear to be old-fashioned or traditional, these terms being the worst sort of opprobrium that can be hurled at any educator.  \nWhat these train riders don’t seem to realize is that there is nothing new in the proposals of the 21st-century-skills movement. The same ideas were iterated and reiterated by pedagogues throughout the 20th century. Their call for 20th-century skills sounds identical to the current effort to promote 21st-century skills. If there was one cause that animated the schools of education in the 20th century, it was the search for the ultimate breakthrough that would finally loosen the shackles of subject matter and content.  \nFor decade after decade, pedagogical leaders called upon the schools to free themselves from tradition and subject  \nDiane ravitch is a research professor of education at New York University and a senior fellow at the Brookings Institution. She was the assistant secretary of education under President George H. W. Bush. Her latest book is the Death and life of the Great american school system: How testing and Choice are undermining education.  \nmatter. Ellwood P. Cubberley, while dean of the education school at Stanford, warned that it was dangerous for society to educate boys—and even girls—without reference to vocational ends. Whatever they learned, he insisted, should be relevant to their future lives and work. He thought it foolish to saturate  \nthem with “a mass of knowledge that can have little application for the lives which most of them must inevitably lead.”They were sure to become disappointed and discontented, and who knew where all this discontent might lead?  \nCubberley called on his fellow educators to abandon their antiquated academic ideals and instead to adapt education to the real life and real needs of their students. This was in 1911.  \nThe federal government issued a major report on the education of black students in 1916. Its author, Thomas Jesse Jones, scoffed at academic education, which lacked relevance to the lives of these students and was certainly not adapted to their needs. Jones wanted black children to “learn to do","cbCaikPSXnHTOwnX","https://ap.wps.com/l/cbCaikPSXnHTOwnX","pdf",930191,"English","# A Century of Skills Movements\n## Critiquing the “21st-century skills” narrative","[{\"question\":\"What central claim does the author make about 21st-century skills?\",\"answer\":\"The author argues that the proposals of the 21st-century-skills movement are not truly new and mirror earlier 20th-century ideas.\"},{\"question\":\"How does the text describe the teacher’s role in the classroom?\",\"answer\":\"Teachers should maintain intellectual authority while encouraging students to think for themselves through instruction, challenge, and correction.\"},{\"question\":\"Which historical examples are used to support the critique?\",\"answer\":\"The text references Socrates and Plato’s classroom reasoning, early 20th-century vocational and curriculum debates, and racialized education reports to show repeating patterns of reform thinking.\"}]","A Century of Skills Movements - Diane Ravitch | PDF",1792074324]