BRASS RING THINKING.

Autor/inn/en	CREASON, FRANK; MALLAN, JOHN
Titel	BRASS RING THINKING.
Quelle	(1965), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anthropology; Attitude Change; Attitudes; Cognitive Processes; Communication (Thought Transfer); Curriculum; Educational Objectives; Elementary Schools; Language; Logical Thinking; Productive Thinking; Social Sciences; Teaching + Suchen Sie Ihr Suchwort? Anthropologie; Attitudinal change; Einstellungsänderung; Attitude; Einstellung; Verhalten; Cognitive process; Kognitiver Prozess; Communication; thought; Kommunikation; Gedanke; Curricula; Lehrplan; Rahmenplan; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Grundschule; Volksschule; Languages; Sprache; Produktives Denken; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Unterricht
Abstract	THIS DOCUMENT IS A COPY OF A SPEECH WHICH LOOKS AT EDUCATIONAL CHANGE FROM THE VIEWPOINT OF THE SOCIAL SCIENTIST. THE AUTHORS POINT OUT THAT EDUCATIONAL HISTORY SUPPORTS THE THESIS THAT CHANGES IN THE AIMS AND FUNCTIONS OF PUBLIC EDUCATION ARE DIRECTLY RELATED TO THE VIEW THE LARGER SOCIAL CONTEXT HOLDS OF ITS OWN AIMS AND FUNCTIONS. THEY DISCUSSED CURRENT CHANGES IN THE SOCIAL SCIENCES WITH RESPECT TO TODAY'S GROWING CONCERN FOR HUMAN RIGHTS AND CIVIL RIGHTS, AND CONSIDERED THE EFFECTS THIS CONCERN COULD HAVE ON THE IMPETUS FOR CHANGE IN THE SOCIAL SCIENCES CURRICULUM IF OUR PUBLIC SCHOOLS CAN DISCARD THE TRADITIONAL VIEWS OF THE 18TH AND 19TH CENTURIES. THE AUTHORS CONTEND THAT THE SOCIAL SCIENCES RESEMBLE BENJAMIN'S SABER-TOOTH CURRICULUM. THE QUESTION OF WHAT IS BEING DONE TO REMEDY THE SITUATION IS RAISED AND DISCUSSED WITH RESPECT TO LEARNING THEORY AND RETENTION. THE MAJOR IDEAS IN SOCIAL STUDIES FOR THE LAST 30 YEARS ARE PRESENTED AND THE IMPLICATIONS OF THESE CONCEPTS ARE DISCUSSED. THE AUTHORS NOT ONLY SUGGEST THAT ALL EDUCATION SHOULD EMPHASIZE THINKING EFFECTIVELY, COMMUNICATING THOUGHT, MAKING RELEVANT JUDGMENTS, AND DISCRIMINATING AMONG VALUE CHOICES, BUT ALSO THAT THE TEACHER AS A SOCIAL SCIENTIST SHOULD DIRECT THE EFFECTIVE THINKING ABILITIES ON THE HUMAN EFFORT, RATHER THAN ON SIMPLE MASTERY OF ACCUMULATED FACTS. (RB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01