Professors, Students and Some Enduring Concerns in the West [electronic resource] / Richard A. Brosio.
This paper is divided into five sections, the first of which states the author's purpose for writing the paper as being to think through the experience he had as the instructor of a pilot class within the secondary education professional sequence at the Teachers College of Ball State University...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1975.
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| Subjects: |
MARC
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| 100 | 1 | |a Brosio, Richard A. | |
| 245 | 1 | 0 | |a Professors, Students and Some Enduring Concerns in the West |h [electronic resource] / |c Richard A. Brosio. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1975. | ||
| 300 | |a 26 p. | ||
| 500 | |a ERIC Document Number: ED113313. | ||
| 500 | |a ERIC Note: Not available in hard copy due to marginal legibility of original document. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a This paper is divided into five sections, the first of which states the author's purpose for writing the paper as being to think through the experience he had as the instructor of a pilot class within the secondary education professional sequence at the Teachers College of Ball State University. The next section is a discussion of the methodology he used in preparing the paper. Section 3 is the largest section and discusses the tasks of schools of education. There is also a discussion of the types of people who have traditionally been attracted to teaching. In this section it is asserted that schools and colleges have been sending men and women into the world who no longer understand the creative principles of western society. The theme in the fourth section is that modern education is based on a denial that it is necessary or useful for the colleges and universities to transmit the classical culture of the west from one generation to the next. This section also notes that the university experience cannot and should not be an exact mirror of life. It is stated that real scholarship always moves in a realm where choices are more numerous and the possibilities more varied than they are practical. The final section emphasizes that teacher education must not allow itself to operate outside the perennial concerns of western civilization, and that those who teach in higher education must have some convictions about what is worth learning. (RC) | ||
| 650 | 0 | 7 | |a College Faculty. |2 ericd. |
| 650 | 0 | 7 | |a College Students. |2 ericd. |
| 650 | 1 | 7 | |a Education Majors. |2 ericd. |
| 650 | 0 | 7 | |a Educational Philosophy. |2 ericd. |
| 650 | 1 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Professors. |2 ericd. |
| 650 | 1 | 7 | |a Schools of Education. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Educators. |2 ericd. |
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