Article 3: Harry S. Broudy, Champion For Educationalists

Harry S. Broudy (1905-1998) was a vital education philosopher of the second half of the twentieth century as highlighted by numerous authors writing on his life and work. Accordingly, the Journal of Aesthetics Education devoted an entire issue to his work in 1992. Within the publication, Broudy’s substantive contributions to art and music education were emphasized. Tozer and Trent (1992) highlighted Broudy’s support of case studies as a way of drawing upon the consensus of the learned within teacher education, an idea developed throughout his career. Broudy contended that exemplars of thought and practice should inform the preparation of educators. Within the issue, several of Broudy’s former graduate students highlighted his work. Among them, Donald Vandenberg (1992a) underscored Broudy’s philosophy of education and his commitment to the education of all children for the good of democracy. John G. Schmitz (1992) expounded upon Broudy’s advocacy of general education delineated within Broudy’s (1988) last book, The Uses of Schooling. Additional publications analyzed Broudy’s (1954) classical realist Building a Philosophy of Education with an existential interpretation (Vandenberg 2002). Liora Bressler included a summary of Harry Broudy within the volume of Fifty Modern Thinkers on Education (Palmer 2001). The most recent work on Broudy was Liora Bressler’s (2002) paper on his theoretical and curricular contributions within music education.