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Emphasizes that foundational teaching keeps enduring philosophical, historical, cultural, and socio-economic questions open rather than settled. Uses a personal, autobiographical account to resist “rootless” reforms, critiquing the STEM-driven educational climate while defending roots in philosophy, history, anthropology, economics, sociology, and related disciplines.",{"@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/on-the-need-to-live-educational-foundations/599658/",{"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/on-the-need-to-live-educational-foundations/599658.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central argument about educational foundations?","Question",{"text":112,"@type":113},"Educational foundations must be lived and sustained because they ground teaching in enduring philosophical, historical, cultural, and socio-economic questions that should never be fully settled.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author claim foundational courses and departments are in danger?",{"text":117,"@type":113},"The author argues they are being pushed toward extinction, with similar pressures affecting curriculum studies, curriculum theory, and foundational inquiry within colleges and universities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the author view STEM in education?",{"text":121,"@type":113},"The author supports expertise in STEM but criticizes the “STEM fetish” and funding-driven priorities, arguing STEM needs “roots” from foundational disciplines and the arts to avoid withering.","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},599658,1792189375,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","On the Need to Live Educational Foundations  \nWilliam H. Schubert, University of Illinois at Chicago—Emeritus  \nI recently retired from the University of Illinois at Chicago (UIC) where I was a faculty member since 1975. My field is known as Curriculum Studies, which I consider to be a kindred spirit with Foundations of Education. I feel that I gained immense sustenance from the study of educational foundations throughout my life in education.  \nAs I continue to write and to be active in the field, I continue to live educational foundations. However, I can pick and choose meetings to attend, and thus select very few. More importantly, I can decide what I wish to ponder and reflect on it as long as I wish. Almost invariably this involves basic questions of philosophy, history, culture, and socio-economic life—the basic issues of life. Good foundational teaching assumes that such issues should never be fully settled. I am convinced that we need to teach this today more than ever. In Modes of Thought, Alfred North Whitehead elaborates on the never-ending character of philosophical endeavor:“Philosophy begins in wonder. And, in the end, when philosophic thought has done its best, the wonder remains.”1 This unending philosophizing has made the wonder more meaningful and my life more fulfilling. One of my heartfelt wishes is to continue pondering sources of meaning in my educational life.  \nIt occurs to me that this pondering began long ago, perhaps when I was a child. Indeed, I have been reflecting on the foundations of education since long before I knew they were the Foundations of Education. Sadly, the Foundations of Education are being pushed toward the precipice of extinction. The same is happening to its cousin, curriculum studies—particularly curriculum theory—my major educational concern since I was an elementary school teacher. Opposition exists, and I want to offer a brief autobiographical portrayal of my life in education as but one illustration of resistance to potential extinction. I urge others to do so, too, for there must be solidarity of efforts to revive deep foundational and curricular concerns. I am convinced that such a revival is absolutely necessary. We must resist the tendency to diminish or extinguish foundational courses and departments, including curriculum studies, in colleges and universities. We must simultaneously be ready to teach foundational questions in whatever courses we are obliged to teach and in every opportunity we have to engage with teachers, school leaders, educational policy makers, and the general public.  \nI have lived through many attacks on foundations of education, so I begin here with a brief diatribe against a prominent attack of today: the furor surrounding STEM (Science, Technology, Engineering, and Mathematics) . It seems that every college of education is falling head over heels to acquire STEM funding as if it were the pinnacle of educational pursuit. Ever since post-Sputnik curriculum reform the federal government (in league with the military, corporate, and other private interests) has taken over research and policy through the kinds of grant opportunities it provides for educational researchers and schools. Only a few have resisted the lures of  \n1. Alfred North Whitehead, Modes of Thought (New York: Free Press of Macmillan, 1938), 168.  \ngrants and continue to pursue their own scholarly interests in foundational matters. Today, the university job market in education is replete with STEM positions. Similarly, so many grants are about STEM.  \nWhile I agree that we need expertise in science, technology, engineering, and mathematics, it is clear that we need much more. We need something to nourish STEM. What good are stems without roots and seeds? Educational foundations provide roots in the seedbed of philosophy, history, anthropology, economics, sociology, political science, geography, ecology, psychology, and more. Foundations provided a range of paradigmatic thinking (norm","cbCaigRe9l1HjQpK","https://ap.wps.com/l/cbCaigRe9l1HjQpK","pdf",430118,14,"English","# On the Need to Live Educational Foundations\n## Educational foundations and life-long inquiry\n## Autobiographical resistance to extinction\n## Critique of the STEM-driven educational climate\n## Roots versus stems: philosophy and disciplines","[{\"question\":\"What is the central argument about educational foundations?\",\"answer\":\"Educational foundations must be lived and sustained because they ground teaching in enduring philosophical, historical, cultural, and socio-economic questions that should never be fully settled.\"},{\"question\":\"Why does the author claim foundational courses and departments are in danger?\",\"answer\":\"The author argues they are being pushed toward extinction, with similar pressures affecting curriculum studies, curriculum theory, and foundational inquiry within colleges and universities.\"},{\"question\":\"How does the author view STEM in education?\",\"answer\":\"The author supports expertise in STEM but criticizes the “STEM fetish” and funding-driven priorities, arguing STEM needs “roots” from foundational disciplines and the arts to avoid withering.\"}]","On the Need to Live Educational Foundations | PDF",1792089198,35]