Curriculum for the 70's [electronic resource] : Agenda for Invention / Arthur W. Foshay.
This monograph outlines briefly the problems facing schools today and emphasizes the need to adapt education to changing social forces. It traces the developing role of the school in society since 1900, noting a reversal of roles which is now occurring. Rather than sublimating the needs of the indiv...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Subjects: |
MARC
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| 100 | 1 | |a Foshay, Arthur W. | |
| 245 | 1 | 0 | |a Curriculum for the 70's |h [electronic resource] : |b Agenda for Invention / |c Arthur W. Foshay. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 77 p. | ||
| 500 | |a ERIC Document Number: ED053075. | ||
| 500 | |a Availability: NEA Publications-Sales Section, 1201-16th St., N.W., Washington, D.C. 20036 (No. 381-11946, $1.50 paperbound; No. 381-11948, $3.00 clothbound). |5 ericd. | ||
| 520 | |a This monograph outlines briefly the problems facing schools today and emphasizes the need to adapt education to changing social forces. It traces the developing role of the school in society since 1900, noting a reversal of roles which is now occurring. Rather than sublimating the needs of the individual to those of society, the school must now serve the individual. A consideration of the implications of this new role for curriculum development yields a list of twelve practices which are necessary for schools to fulfill their new role. These include student participation in curriculum planning, community and citizen involvement in education, expansion of the curriculum to include the study of man as a social being and the study of individual self-awareness, increased emphasis on literature and the arts, and student participation in the real world in the form of productive work. Where possible, examples are given of schools which are presently using these practices. A final word addressed to the individual teacher or administrator points out several specific things that each can do within the present system to move toward the development of a humane school. (RT) | ||
| 650 | 0 | 7 | |a Administrator Role. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Design. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Educational Innovation. |2 ericd. |
| 650 | 1 | 7 | |a Individualism. |2 ericd. |
| 650 | 1 | 7 | |a Individualized Instruction. |2 ericd. |
| 650 | 0 | 7 | |a School Community Relationship. |2 ericd. |
| 650 | 0 | 7 | |a School Role. |2 ericd. |
| 650 | 0 | 7 | |a Social Influences. |2 ericd. |
| 650 | 0 | 7 | |a Student Participation. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 710 | 2 | |a Center for the Study of Instruction (National Education Association of the United States) | |
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