Memorial Resolution: Paul DeHart Hurd
Paul DeHart Hurd
(1905-2001)
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Born on December 25th, 1905, in Denver, Paul DeHart Hurd graduated from ManualHigh School in Denver, Colorado (1925) and received a bachelors in botany anda masters degree in plant ecology from the University of Northern Colorado in1929 and 1932 respectively, and a doctorate from Stanford's School of Educationin 1947. In addition, he held Honorary DSc degrees from Ball State University,Drake University, and University of Northern Colorado.
Paul began his teaching career as a high school biology teacher, Head of ScienceDepartment, and Science Curriculum Director in elementary and secondary schoolsin Greely, CO (1929-1939). He then moved to the Stanford area and served as biologyteacher and Chair of the Science Department at Menlo School and Junior College(1940-1951). He joined the Stanford University School of Education in 1951, becameemeritus professor in 1971, and taught courses related to the certification ofelementary and secondary school science teachers as well as courses for scienceeducation doctoral students; he directed a summer institute for experienced highschool chemistry, mathematics and physics teachers.
Paul was a progressive educator in spirit and in conception and devoted his careerto ensuring scientific literacy for all Americans developing curricula and instructionalpractices that teach students the reasoning skills of scientific inquiry, alongwith facts. His contributions to policy-making, research, curriculum development,pedagogy and teacher training extend back to his 1949 dissertation analyzingscience education in the first half of the century. He believed science shouldhave social relevance for elementary and secondary students and they should havehands-on experience with scientific problems in the course of their studies.His views earned him both a national and international reputation in the fieldof science education. Now widely acknowledged as a way to increase the meaningfulnessof scientific understanding, during the 40s science was much more docile a subject,despite the progressive influence on some elementary schools during that period.
Paul wrote 9 books or monographs on the historical and philosophical aspectsof science education, including the landmark Biological Education in American Secondary Schools 1890-1960. Although he retired in 1971, he continued to write profusely. He published over 200 articles on science education in the United States and in other parts of the world. Although Paul's formal retirement took place in 1971, his was a voice often heard about prospects and directions for science education at the turn of the millennium. He remained active virtually until his death at 95 years of age.
Paul was recognized for his intellectual impact on science education during hisfifty year career, and his prolific and persuasive writing stimulated the thinkingof science educators throughout the nation. He also was one of the most influentialfigures in the formulation of science education policy when the nation turnednew attention to the improvement of science education in the early 1980s. Hishistorical perspective and deep personal experience added weight to his pleasfor linking science education to matters of environmental protection and constructiveuses of new technologies. His gift for clear and direct language made him a favoriteof newspaper and television journalists. So it is not surprising that he servedas a senior consultant to the National Academy of Sciences and the National ScienceFoundation, tothe Biological Science Curriculum Studies and to other state andfederal committees during the period of 1960-1995.
Among other honors, he received the Distinguished Service to Science EducationCitation from the National Science Teachers Association (1969); the Apollo Awardfrom the National Aeronautics and Space Agency (1970); the Robert H. CarletonAward for National Leadership in Science Education (1979); served as presidentof the National Association for Reserch in Science Teaching (1970-1971) and theDistinguished Contribution to Science Education Research Award from the NationalAssociation for Research in Science Teaching (1987). He was a Fellow of the AmericanAssociation for the Advancement of Science and held honorary life membershipsin eight professional societies.
Paul DeHart Hurd was one of the first to recognize the need for a post-modern approach to science for pre-collegiate education in the sciences,early adolescent development and its significance for middle grade science curriculum.His interest in closing the educational gaps between science, technology, andsociety was a foremost interest. What he wanted, perhaps above all, was the creationof new ways of thinking for a new age. He was persuasive. "Not just hands-on, but minds-on" wasone of his memorable aphorisms. Paul DeHart Hurd was a science educator witha social vision, an idea of what science could become to enhance the lives ofindividuals and to enrich the culture. He was a man who commanded the respectof his peers and the admiration of his students. He aimed at what was broad andmost significant in the field of science education and he will be rememberedas someone who succeeded in articulating a vision that shaped much of scienceeducation during the middle of the twentieth century.
Committee:
Elliot Eisner, chair
Richard Shavelson
Myron Atkin
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