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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company | 72-27,078 I PARR, Wilma Rose, 1931- t ATTITUDES OF STUDENTS AND FACULTY CONCERNING THE | IDEAL LEARNING COMMUNITY AND THEREAL LEARNING I SITUATION AT A TWO-YEARPOST HIGHSCHOOL I INSTITUTION.

| The Ohio State University, Ph.D., 1972 \ Education, adult f i- J University Microfilms, A XEROX Company, Ann Arbor, Michigan

r . _ ......

© 1972

WILMA ROSE PARR

ALL RIGHTS RESERVED

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED ATTITUDES OF STUDENTS AND FACULTY CONCERNING THE IDEAL

LEARNING COMMUNITY AND THE REAL LEARNING SITUATION

AT A TWO-YEAR POST HIGH SCHOOL INSTITUTION

DISSERTATION

Presented In Partial Fulfillm ent of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

By

Wilma R. Parr, B.S.A., M. ED

The Ohio State University 1972

Approved by

A d v iser ! ege of Education PLEASE NOTE:

Some pages may have

indistinct print.

Filmed as received.

University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS

F irst, I want to thank the students at Columbus Technical

Institute for sharing their attitudes about their Real Learning Situation and the situation as they would like it to be. Secondly, I want to thank the faculty for their cooperation in contributing their beliefs. Thirdly,

I want to thank the administration of Columbus Technical Institute for permitting this study to take place.

Grateful appreciation is extended to Sunny Robinson for her defi­ nition of Learning Community, to Dr, Malcolm Knowles for his bibliography and professional counsel and to Dr, Robert McCloskey for his dialogue concerning my earliest research proposal. Dr. James Bobula provided in­ valuable assistance in the beginning of this venture. Later on his com­ puter programming sk ill was of incalculable help time-wise in the handling of the massive data for this study.

To Dr, John ohliger I give my sincere thanks not only for his helpful guidance and support in the pursuits of this present study but especially for the freedom and assistance he has provided me since I was introduced to him, I have found him to be a true teacher, one who does not neglect the substance of man • • . • one who regularly raises the question of his students (and a ll others around him), "ttiat kind of person is this?" I have appreciated his asking that of me, I have also appre­ ciated his recognising whatever it was that he did about the potential of humanism that he perceived existing in this person—his student , , , , while I increasingly recognised that he with his actions demonstrated

ii consistently that he stands for the Ideal as long as it is not the sane

as the Real* In ay own pursuit of being, at one and the sane tiae in

three different roles—a person in an adult eduoation prograat of atteaptr> ing to teaoh adults and to see what an adult educator is about and at the

sane tine being sinply an adult in the pursuit of an eduoation* 1 hunbly

give to him ay wholehearted thanks—for giving as the freedom to find my

responsibility—to make some failures and some gains toward becoming more

truly educated • • • and so more truly me.

Appreciation is extended to Dr. Hugh Laughlin who has shown me

only encouragement* freedom and stim ulating direction. His deep concern

and finesse about the direction of our position in a ll areas of higher

eduoation urged me to pursue the difference between the Real and Ideal.

Much thanks go to Dr. Grayee M, S ills for giving much freedom*

kindness* understanding and support at many critical moments.

Much esteem goes to Dr. Charles Mind for his direct and indirect

guidance over many years. The freedom and actions he has shown me as I

continue to develop my life goals and style have been most appreciated.

Grateful acknowledgment and appreciation are extended to Lt. Col.

Harold Brown for his understanding of me as a person who sought and

understood his guidance and for his statistical assistance in this study*

My sincere thanks go to Bari Sohaeffer for the aid in the inter­

pretation* editing and suggestions that he has most w illingly given to

th e stu d y .

It is very difficult to acknowledge all of those significant

people who have helped me in one way or another in the pursuit of this

iii study, lty- profound thanks go to Charlotte Basnett, Vara Buok, Stare

Garaan, Houle M, Parr, Eulla C, Frloe, Dr. Sandra Soott, Dr, Albert M,

Southern and to Mary Aim Trapp for offering aneh guidance, helpful orlt- lolsas and auoh understanding throughout this endeavor.

Finally, ay gratitude to Mrs* Joan £hd.th for the sk illfu l editorial help and graphic Information uhlch hare been an Indispensable aid In preparing the manuscript for th is study.

l r VITA.

July 22, 1931 ...... Bom - Springfield, Ohio

1955 ■ ••••••••••••• B*S.A*, Ohio University, Athens, Ohio

1955~1958 ...... « • « . Secondary Science Teaaher, Hooking County Schools, Hocking County, Ohio

1958-196 0 ...... Secondary Solenoe Teacher, Greene County Schools, Greene County, Ohio

1959-1960 • •••*•••*•*• National Solenoe Foundation Fellow­ ship, Antioch College, Yellow Springs, Ohio

1960-I963 • •••*••,*••• Chairman, General Science Depart­ ment, Urbana College, Urbana, Ohio

1 9 6 1 ...... • •••«, K.Ed«, Wittenberg University, Springfield, Ohio

1961 -I963 •••••••••■•• Dean of Women, Urbana College, Urbana, Ohio

1963-196k • ••••••••••• Research Assistant, The U. S. office of Health, Education and Welfare and The Ohio State U niversity, Columbus, Ohio

1964-1966 • • • « ...... • , • Guidance Counselor, Whitehall City Schools, Columbus, Ohio

1965 ...... National Science Foundation Fellow­ ship (Summer), Dennison University, Granville, Ohio

1966-1967 • •••••«••••• Guidance Counselor and Testing Coor­ dinator, Nelsonville City Sohools, N elsonville, Ohioi Graduate Student, Ohio University, Athens, Ohio* 1966-1970 ...... Sociology Instructor, Ohio University, Athens, Ohio

1967-1972 ••■••••••••• Chairnan, Behavioral Sciences Departaentf Chairman, Division of General Eduoation (1970-1971)* Coluafous Teohnioal In stitu te, Coluabus, Ohio

FIELDS 07 STUDY

Major Fields 1 Adult Eduoation, Interpersonal Cu—nnloation and Hitter E ducation

Studies in Adult Eduoation, Professors John Ohliger and William Dowling

Studies in Interpersonal Communication, Professor Kobert Monaghan

Studies in Higher Eduoation, Professor Hugh Laughlin

vi TABLE OF CONTENTS

Page ACKNOWLEDGMENTS...... 11

VITA ...... v

LIST OF TABLES...... i x

LIST OF GRAPHS ...... x i

LIST OF FIGURES ...... xli

Chapter

I . STATEMENT OF THE PROBLEM...... 1

H . REVIEW OF THE LITERATURE...... 7

I H . PURPOSES, PROCEDURES AND LIMITATIONS...... 49

Purposes P rocedures Analysis of Groups Analysis of Categories Limitations

IV . ANALYSIS OF D A T A ...... 57

Statistical Treatment Data Type 1 Analysis Data type 2 Analysis Data type 3 Analysis Means and Standard Deviations t - t e s t

V. REPORT OF FINDINGS, INTERPRETATIONS, IMPLICATIONS AND CONCLUSIONS 63

F in d in g s Total Group Student Group Faculty Group Interpretations Total Group Student Group Faculty Group IapUoations and Conclusions v i l APPENDIX

A ...... 106

B ...... 115

C ...... 129

D . . • . • ...... 139

...... 143

P ...... 164

BIBLIOGRAPHY...... 168

▼ ill LIST OF TABLES

Table Page

1, Rank Order of Constructs far Total Group, Student Group and Faaulty Group Data Type 1 (Real—"As I t la" at Columbus Technical Institute) ...... 116

2, Rank Order of Constructs for Total Group, Student Group and Faculty Group Data Type 2 (Ideal—"As I Would Like I t to B e " ) ...... 120

3, Rank Order of Constructs for Total Group, Student Group and Faculty Group Data Type 3 (Difference Between the Real and Ideal Response—"What Took Place") •••»••• 12k

k. Means, Medians and Standard Deviations for Total Group by Construct Item Data Type 1 (Real—"As I t Is" at Columbus Technical Institute) ■••••••••••••••••• 130

5* Means, Medians and Standard Deviations for Student Group by Construct Item Data Type 1 (Real—"As I t Is" at Columbus Technical Institute) • , ...... 131

6• Means, Medians and Standard Deviations for Faculty Group by Construct Item Data Type 1 (Real—"As I t Is" at Columbus Teohnloal Institute) ...... 132

7# Means, Medians and Standard Deviations for Total Group by Construct Item Data Type 2 (Ideal—"As I Would Like It to B e " ) ...... 133

8, Means, Medians and Standard Deviations for Student Group by Construct Item Data Type 2 (Ideal—"As I Would Like It to B e " ) ...... 13k

9« Means, Medians and Standard Deviations for Faculty Group by Construct Item Data Type 2 (Ideal—"As I Would Like It to B e " ) ...... 135

10, Means, Medians and Standard Deviations for Total Group by Construct Item Data Type 3 (Difference Between the Real and Ideal Response—"What Took Place") ••••*•••• 13&

lx T able Page

11. Means t Medians and Standard Deviations for Student Group by Construct Item Data Type 3 (Difference Between the Real and Ideal Response—'"What Took FlaceH) , , ...... 137

12, Meanst Medians and Standard Deviations for Faculty Group by Construct Item Data Type 3 (Difference Between the Real and Ideal Response—"What Took Place") •••••*•••• 138

13* Means* Standard Deviations and t-Ratios for Each Construct Data Type 1 and Data Type 2 for Sub-Group Faculty * . * • • 140

14' Means* Standard Deviations and t-Ratlos for Eaoh Construct Data Type 1 and Data Type 2 for Sub-Group Students • • • • 141

15* Means* Standard Deviations and t-Ratios for Eaoh Construct D ata Type 1 and D ata Type 2 for Total Group ...... 142

16' Item Rank Order* Real and Ideal* by Significance Level for Total Group...... 165

17* Item Rank Order* Real and Ideal* by Significance Level for Sub-Group Students '•*•• ...... ••••••••• 166

18' Item Rank Order* Real and Ideal* by Significance Level for Sub-Group Faculty 167

x LIST OF GRAPHS

Graph Page

X. Mean Score* of Constructs 1 - 5 b y Groups and C a te g o r ie s •• 144

n . Mean S co res of Cons tracts 6 - 1 0 b y Groups and C a te g o r ie s • m 145

m . Mean Score* of Constructs 11 - 1 5 b y Groups and C a te g o r ie s •• 146

IV. Mean S co res o f C o n stru cts 1 6 - 2 0 b y Groups and C a te g o r ie s •• 147

V. Mean S c o r es o f C o n stru cts 21 - 2 5 b y Groups and C a te g o r ie s • • 148

VI. Mean S co res of Constructs 2 6 - 3 0 b y Groups and C a te g o r ie s * * 149

vn. Mean Scores of Constructs 3 1 - 3 5 b y Groups and C a te g o r ie s • • 150

VIII. Mean Scores of Constructs 3 6 - 4 0 b y Groups and C a te g o r ie s • • 151

IX. Mean S co res o f C o n stru cts 4 1 - 4 5 b y Groups and C a te g o r ie s • • 152

X. Mean S co res o f Constructs 46-50 b y Groups and C a te g o r ie s •• 153

X I. Mean S co res o f C on stru cts 51-55 by Groups and C a te g o r ie s • • 154

X I I. Mean S co res o f C on stru cts 56-60 by Groups and C a te g o r ie s • • 155

X I H . Mean S co res of Constructs 61-65 by Groups and C a te g o r ie s • • 156

XIV. Mean S co res of Constructs 6 6 - 70 b y Groups and C a te g o r ie s •• 157

XV. Mean So ores of Constructs 71-75 by Groups and C a te g o r ie s • • 158

XVI. Mean Scores of Constructs 76-80 by Group* and C a te g o r ie s •• 159

xvn. Mean S co res o f C on stru cts 81-85 by Groups and C a te g o r ie s •• 160 i

XVIII. Mean S co res o f C o n stru cts 86-90 by Groups and C a te g o r ie s •• 161

XIX. Mean S c o r es o f C o n stru cts 91-95 by Groups and C a te g o r ie s • • 162

XX. Mean Scores of Constructs 96-100 b y Groups and C a te g o r ie s • • 163 LIST OF FIGURES

Figure Page

1* Example of Open-Ended Qae stlonnaire • •••••••••••• 55

2* Example of Learning Community Data Sheets ...... , , . 56

3» Example of Graphio Presentation of Mean Group Responses • • • 61

I teas of Difference Between Faculty and Students •••••• 98

x l i CHAPTER X

STATEMENT OF THE PROBLEM

Within the past few years persons in educational circles have become increasingly concerned with ideas of accountability! relevancy and values in the educative process. There is a first priority need for reconsidering higher education and developing realistic ways of changing traditional styles of learning.

There seems today to be a worldwide consensus that the tra­ ditional system of higher education does not meet* any longer, the educational needs of a more and more rapidly changing soci­ ety, University students—anyway, undergraduate students, who are in the great majority—are not now receiving as good an eduoation as they have a right to expect and as society needs to give them in its own interests as well as in theirs, *

Today there have developed two opposing stylest technocratic man at one pole and humanistic man at the other. The events that have led to this condition are both in the past and present. It seems imperative that we look to the past and look at the present in an effort to develop meaningful sets of guidelines for the future education of man as a part of society and society as a part of man.

The first task of education is to (get man to want to) return man to himself. One of the first goals in returning man to his human condi­ tion is to encourage rather than stifle his awareness} to develop sensi­ tiveness, to enhance the emotions, the senses, the self-governing autenaric

^Arnold Toynbee, "Higher Education in a Time of Accelerating Change," Campus 1980, Dell Publishing Co., Inc., 1968, p. xix.

1 2 systems! to Influence clients to become thinking, autonomous, sensitive people; to help people become truly responsive and therefore truly re* sponsible ( Failure to return man to himself may be horrendously Inducing ourselves Into a future which Is so abhorrid, so amicably and Intrin­ sically inflamed that we have no words for it.

Education today is faced with incredible challenges, differ­ ent from, more serious than, i t has ever met in its long history. To my mind, the question of whether i t can meet these challenges w ill be one of the major factors in determining whether mankind moves forward, or whether mankind destroys himself on this planet, leaving the earth to those few living things which can withstand atomic destruction and radioactivity • , • • Can the educational system as a whole, the most traditional, conservative, rigid, bureaucratic institution of our time (and I use those words de­ scriptively rather than critically), come to grips with the real problems of modern life? Or w ill it continue to be shocked by the tremendous social pressures for conformity and retrogression, added to its own traditionalism? , , , , Can educators meet the growing student revolt at the secondary and higher education level—revolt against the whole social value system, revolt against the impersonality of our institutions of learning, re­ volt against imposed currioula? Or w ill learning move outside of the "halls of learning," leaving them only for the con­ fo rm is ts ?2

It is further suggested that helping human beings learn has impli­ cations for the educational attitudes of children, youth and adults, about their learning climates. The process of maturing toward adulthood begins early in a child*s life and as he matures he takes on more and more of the characteristics of the adult learner. According to Malcolm S.

Knowles, andragogy is premised on a t least four crucial assumptions about the human learner as he maturest

1 ) his self-concept moves from one of being a dependent per­

sonality toward one of being a self-directing human being!

2 Carl R, Rogers, Freedom to Learn, Columbus, Ohiot Charles E, M errill Publishing Co., 1 9 6 9 , p» v i - v i i . 3

2 ) he accumulates a growing reservoir of experience that

becomes an increasing resource for learning)

3 ) his readiness to learn becomes oriented increasingly

to the developmental tasks of his social roles) and

4) his time perspective changes from one of postponed

application of knowledge to immediacy of application,

and accordingly his orientation toward learning shifts

from one of subject-centeredness to one of problem-

centeredness, 3

This author on the basis of observation and study would premise the above assumptions with the idea that the human learner can move, can accumulate, can become oriented increasingly, can move from postponed ap­ plication to immediacy and his orientation can shift from one of sub.ject- centeredness to one of problem-centeredness rather than state in an iron-clad succinct manner that the human learner does do these things,

A step toward helping people to become truly maturing, truly responsive and therefore truly responsible lies in the discovery of at­ titudes man holds to be true about his Ideal (the situation as he would like it to be) and the attitudes he holds true about his Real (the situ­ ation as it is) learning environments. The relevance of the problem of evaluating student, faculty, and administrator's attitudes concerning the ideals they hold about characteristics toward educational techniques, facilities, instructors, administrators, and institutions and the ones they face in everyday real life Institutional settings is critical,

^Malcolm S. Knowles, The Modern Practice of Adult Education, Andragogy Versus Pedagogy, New Yorkt Association Press, 1970» PP* 18-21, Worldwide concern and demands are being expressed for examination and changes in traditional schooling* The appropriateness of existing atti­ tudes among students* schoolmen and institutions has been widely talked about and challenged (Eurich, 1968j Featherstone, 1971 1 Freire, 1970)

Hutchins* 1968f Illio h , 1971f Jessup, 19691 Reich, 1970) Silberman, 1970)

Toffler, 1971 )• According to Rokeach not all writers agree that attitudes are predispositions (or preparations, or states of readiness) to respond*

Horowitz (19^) sees an attitude as "a response rather than a set to re­ spond." Doob ( 19 ^ 7 ) • analyzing an attitude from the standpoint of behav­ ior theory, sees it as an im plicit response. Host writers, however, agxee that an attitude is a predisposition of some sort, although there is some difference of opinion about what kind of predisposition i t 1 st p re d is ­ position to respond) predisposition to evaluate) predisposition toward an evaluative response) predisposition to experience, to be motivated, and to h, act* This study as well as references cited w ill regard an attitude as an organization of beliefs focused on an attitude-toward-object or attitude-toward-situation*

If significant differences do exist between the characteristics students, faculty and administrators lis t as being ideal and those in their real educational community, the institutions or individuals and groups planning educational practices need to know the extent and direction of these differences* Accurate knowledge of existing situations would facil­ itate the task of formulating goals that could deal realistically with student*s and faculties* viewpoints and would Improve the ohances for mace meaningful Interaction of person with self, person with person, and insti­ tution with individual* Increasing numbers of educators are becoming aware

^Milton Rokeach, B eliefs, Attitudes and Values, A Theory of Organ­ ization and Change* San Franciscos Jossey-Bass, Inc,, Publishers, 19 yD, pp. 119- 120. 5 that existing attitudes of people about their Real learning situation (how i t is, here and now) and their Ideal learning situation (how they would like it to be) are often widely disparate. Most of the differences seem to have been based on opinions gathered through informal conversation or drawn as conclusions from static and sometimes violent revolts as recently evidenced on real school scenes.

The proposed research will explore attitudes existing among stu­ dents and faculty of Columbus Technical Institute about the characteris­ tics of their Real learning situation (as is perceived by them about Col­ umbus Technical Institute) and their attitudes about their Ideal learning situation (the situation as they would like it to be).

Studies of attitudes existing between Real learning situations and Ideal learning communities are nonexistent. This investigation w ill be an exploration study confined to attitudes of students and faculty about a single higher education institution, Columbus Technical Institute.

Columbus Technical Institute is a state assisted institution of higher education reporting to the Ohio Board of Regents, Its programs also are approved by the Ohio Department of Health, Edu­ cation and Welfare, the Ohio Department of Education and many in­ dustries and businesses in Columbus and Central Ohio. The programs also are approved for Veteran's training and for vocational re­ habilitation. The Institute is a member of the American Technical Education Association and Ohio College Association and an Institutional Mem­ ber of the American Association of Junior Colleges, The school is a recognized candidate by the North Central Association of Colleges and Secondary Schools. A board of Trustrees directs the school's operation. Two mem­ bers are appointed by the Governor of Ohio and five are selected by the Columbus Board of Education, Each of the 30 technologies of­ fered is guided by an advisory committee consisting of engineers, technicians, or managers from the related professional areas. Stu­ dent enrollment is approximately 2000 i n th e 1971-1972 school year. Number of faculty is approximately 100, The Institute was founded upon the premise of providing an understanding of the fundamental principles of sciences, engineer­ ing, business, health and community servicesf of providing develop­ ment of the techniques and skills necessary for the application of those principles| of providing solution to scientific! technologicalt and business problems i of providing an appreciation of the American technical heritage and- an understanding of its relationships to the presenti so that the (associate degree) graduate may function effec­ tively as a productive citizen.5

An instrument v ill be developed to measure attitudes existing be­

tween Real learning situations and Ideal learning communities. In order

to place the use of this instrument in its historical context, Chapter 2 w ill explore in summary fashion the stated ideals and actual practices of

past cultures. These are the significant ideals and practices of the past

as perceived by this researcher.

^Columbus Technical Institute 1971-72 B ulletin. Columbus, Ohio, pp. 6-8, CHAPTER I I

REVIEW OF THE LITERATURE

In this chapter there w ill be traced historically the concept of the "Ideal Learning Community," The presentation w ill be necessarily cursory and summary. What w ill be shown is that, what actually was the learning community very rarely constitutes either "learning" or a "commu­ nity" or was it "ideal," Rather it appears that each culture seems to posit an ideal for a learning community) whether that culture possesses enough spiritual energy or confidence to maintain that "ideal" is another matter. Yet there have been high points in each culture -where the every­ day concept of the learning situation and the ideals have momentarily coincided to result in a fascinating and progressive critical spirit by means of which the human race and Intellectual consciousness have moved one s te p f u r th e r i n t h e i r grow th. The p ro cess o f th e "L earning Community" is the culmination of elements of historical priorities in learning cli­ mates—the alms, conditions, convictions, conflicts, dilemmas, discoveries, goals, ideals, objectives, qualities, and alternatives that have moved learning situations in their independent directions.

Long ago our ancestors set the trend, speed, space, and dimen­ sions for the development of the Ideal learning community. H istorically, through touching upon the high points of each culture's existence and ed­ ucational influence beginning with the Sumerians (4000 - 2500 B*C,) and continuing through Modern (1600 - to date), it w ill be demonstrated that

7 8 we have not listened too well to our ancestors' words nor sensed their feelings as they shared their experiences! interpretations and predictions.

The timetable and cultures to be focused upon aret

1, Sumerians—4000 - 2500 B.C.

2. Akkadians—2500 - 2000 B.C.

3. Orientals—3000 B.C. to present Hebrews—1500 B.C. to present

5. Babylonians—2500 - 1580} and Assyrians—100 - 500 B.C

6. H ittites—1800 - 1200 B.C,

7. Pythagoreans — 650 B.C. to present (Rosicrusians) 8. Greek—800 - 301 B.C.

9. Roman— 218 B.C. - 32-4- A.D.

10. Medieval—^th Century A.D. to 1300 A.D.

11. Rermaisance—1300 - 1600 A.D,

12. Modern—1600 - to present

It is not this author's intent to describe thoroughly the educa­ tional themes of each culture but rather to lend support to the philosoph­ ical and practical foundations of "Ideal Learning Community" in a cos­ mopolitan way. The intent is to survey and contribute from rich historical treatises material that can cultivate open minds and to welcome new truths and insights wherever found. Much w ill be revealed about the author's value structure and world view. The ideas herein represented w ill perform a function in commenting upon the examples of the past, w ill lend support to the present study and w ill help us to anticipate the horizons of the f u tu r e . 9

The first formal schools or learning situations were centered at the temples of Sumer.* The curriculum was devoted to producing special­ ized scribes who had a ready command of languages to record on tablets th e many b u re a u c ra tic c o n tra c ts , b u sin e ss d e a ls and p o lic ie s . What was significant about the Sumerian temple schools was that they slowly lost their pagan religious associations and became Increasingly secularized and became devoted to literary compositions and literary creativity.

This would prove not to be the last time a school would gradually lose its original basic purpose (in the case of Sumer, to fu lfill a bureau­ cratic economic need) once it lost priestly control and then be forced to move towards something more ideal. That is, a school structure may start as a dire necessity in order to fu lfill some basic economic and administrative need but once the original needs are satisfied, the school structure expands toward something more ideal.

In the course of its growth and development, and particularly as a result of the ever widening curriculum, the Sumerian schools came to be the center of culture and learning in Sumer, Even­ tually within its walls flourished the scholar-scientist, the man who studied whatever theological, botanical, zoological, geo­ graphical, mathematical, grammatical, and linguistic knowledge was current in his day and who in some cases added to this knowl­ edge ,2

The Sumerian school was also the center of what might be termed creative writing, "It was here that the literary creations of the past were stud­ ied and copied} i t was here, too, that new ones were composed,"3

C, Leonard Wooley, The Sumerians, New Yorki W. W. Norton and Company. 1965, pp. 108-112. ^Samuel Noah Kramer, Sumerian Mythology. New York* Harper and Row, 1961, p. 231.

3 ib id . 10

Already at Sumer about three thousand years before Christ we have a well-created school bureaucracy! the head of a Sumerian school (=edubba»

"tablet house") was the professor (=ummia, "expert")! the other profes­ sors were called "school-father"| the pupils were called "school-son"i the alumni were called "the school-son of days past"! the assistant pro­ fessors were known as"big brother," Other members of the facility were

"the man in charge of drawing," "the man in charge of Sumerian" monitors in charge of attendance and special proctors responsible for discipline,^

The curriculum consisted of two primary groups—the first may be described as semi-scientific and scholarly and the second as literary and creative. The former covered names of trees and reeds, of animals, in­ sects and birds, of countries, cities, and villages, and of stones and minerals. The study of .mathematics and linguistics can be added to this group. The latter covered studying, copying and imitating the various literary genres, namely, myths, epic tales, hymns, lamentations, and wis­ dom compositions. From most of the tablets resurrected, these tablets shape the Sumerian school as a formidable and uninviting place! the cur­ riculum was 'stiff,* the teaching methods drab, the discipline harsh,5

While the Sumerian school was in no way tainted by what we would call progressive education, the curriculum was pedagogically oriented at least to some extent. This certainly does not appear to add up to an ideal learning community yet that some higher manifestation of cultural values were realized as a result of these schools we know must be true, for we

**Ibid. . p. 2 3 2 .

^Samuel Noah Kramer, The Sumerians. Their History, Culture and Character, Chicago, Illinois 1 University of Chicago Press, 1963* p, 232. 11

possess one school essay, "A Scribe and His Perverse Son," in 'which the

father pleads with his son not to pursue m aterialistic values ("You have

accumulated much wealth, have expanded far and wide, have become fat, big,

broad, powerful, and puffed,") but humanistic and spiritual values. The

father laments to the son "because you do not look to your humanity

(=namlulu, "conduct and behaviour befitting human beings"), my heart was

carried off as if by an evil wind,"^ The father felt that the life of a

scribe offered the most rewarding sort since it concerned itself with the

poetic transmission of man's experiences. Certainly Sumer did achieve in

' its own practical and patient way some ideals within its learning situa­

tion if a father could plead to his son to leave the path of money and

assume a higher mode of life —namlulu.

The next significant culture from an educational learning situa­

tion point of view was the Akkadian civilization. For it was this culture which absorbed and continued many of the Sumerian educational patterns which would prove to persist on through history to the Renaissance, The

Akkadian language is related to the older East Semitic branch of the great

Semitic family of languages.? The Akkadians, if we fire to judge by art

objects, attained humanistic excellence under Sargon's grandson, "The divine Naran-Sin, the mighty, god of Akkad king of the Four Quarters."8

The Akkadian culture was indebted to Sumer for much of its knowledge and

^Ebid., p. 243.

?Jack Finegan, Light from the Ancient Past. Vol. I, Princeton, New Jersey* Princeton University Press, 1959* pp. 4-5-73•

8 Ibid. , p. 48. 12

science. The Enuma Elis (-"When on high . . . ,") is a creative borrow

ing from Sumerian prototypes^ yet these Akkadian productions do repre­

sent a genuine oreation. These literary productions had been seriously

altered according to the peculiar value structures of the Akkadian cul­

tu r e .

The one significant fact about the Akkadian educational curricu­

lum was that when they conquered Sumer, they did not destroy its culture

or language. They realized its superiority over their own and they cor­

respondingly assimilated i t into their own culture. Thus by this process*

countless Akkadian schoolboys had to patiently learn* and therefore pre­

serve* a foreign language. Long after the Sumerian language with its own

people had died, the language was preserved artificially and handed down

for countless centuries as were the Latin and Greek languages by English

schoolboys. But other than this fact* one cannot deduce an ideal learn­ in g situation in any of the multifarious tablets which have come down to

us. Akkad was a short-lived empire, A third great culture was the Oriental. Oriental education entirety

submerged the individual by externally dominated aims and processes. I t

dictated thinking, feeling, and action patterns. The learning was a reca­

pitulation of past knowledge and references plus a recognition of bounda­

ries beyond which the mental faculties might not pursue. Ancestral tradi­

tions determined the character of man's education and thus controlled his

destiny. The systems by which this worked varied from nationality to na­

tionality but traditions established this type of omnipotent authority in

China, caste in India and a belief in national destiny as dictated by mil­ itary traditions in ancient Persia, 9james B. Pritchard. Ancient Near Eastern Texts, Princeton, New Jersey* Princeton University Press, iyt>y, p.~fc>0. 13

And so it was that oriental education was geared to prepare the student to fit into his proper place. The building of the ideal man was sacrificed for the building of existing standards and the perpetuation of traditional and national ideals.*® These objectives have been achieved by the 5000 year old national culture of the Chinese and the 4000 year old history of the Hindus. The complacent philosophies of the Asiatic peoples were based upon specific theories and practices in real learning situations and can be cited as belonging to one of the world's educa­ tional systems.

Confucius (c,551 “ 478 B.C.) who stands out as one of the earli­ est of the world's educators, emphasized human relationships, duty, order, and morality in his teaching and in his writings. His Wu Ching collec­ tion and epigrams greatly influenced countless persons for centuries with his philosophy of personal submission. This philosophy of "a subject 11 submits to the ruler, the wife to husband, children to father, et cetera. was well embedded in the minds of millions and s till today bears its tes­ timonial influence. Confucius maintained close personal relationships with his pupils. Through his writings and teaching he stimulated thought.

I t was his method to walk from place to place pursued by followers who were intensely absorbing his viewpoints on life. His writings bear ac­ counts of how he adjusted himself and his teachings to the individual differences of those he instructed. His voluminous writings representing

*°H, G. Creel, Chinese Thought, Chicago* The University of Chicago P re ss, 1953» PP«i 9-"i'7".

*^Carroll Atkinson, Eugene T. Haleska, The Story of Education, New York* Bantam Books, 1962, pp. 10-11. tt-

accumulations of preceding centuries became the inspiration for much of

the ensuing Chinese literature and philosophy of education.

After Confucius the teacher's death, the Chinese schools grew more formalized. I t became customary fo r the teacher to read a line from traditional texts and have the pupils commit the line to memory through repetition. In the upper levels of instruction entire sacred' books were committed to memory. The example of the free inquiry and highly motivated teaching methods set by Confucius was forgotten and in its place more formalized and meaningless learning occurred. Since real motivation was lacking, severe discipline became a necessary corollary.

Some two hundred years later Shih Huang-ti (First Emperor), the part-Chinese, part-Mongolian conqueror who is given credit for finishing the Great Wall which stretched 1500 miles from the Yellow Sea to the des­ erts of Central Asia, became engaged in bitter disagreement with scholars and writers of China. Citing the classics, the intellectuals forbid Shih

Huang-ti to rule the people by force. In answer tc their pleas for re­ straint the Emperor burned the classics. It was not until after his death and after his son was overthrown that the classics were recovered. They were recovered by searching countrywide for past scholars who had com­ mitted these sacred teachings to memory. Their revival further incorpo­ rated them in ritual and tradition and have continued to influence 1? Chinese thinking and education to present day.

Chinese education emphasized selection of public officials by examination. While their statements were marked for literary excel­ lence as well as factual content the highest marks were given to those

l2 C re e l, °E» c i t . , Chapter 7. 15 scholars -with the greatest retention. The ability to conform was highly regarded and most scholars of the day lived in hopes of passing the tests to become a member o f th e p riv ile g e d ru lin g c la s s known a s m andarins.

The mandarin life of ease, now a thing of the past, did make an indel­ ible impression upon the Chinese learning situations because of emphasis on academic attainment rather than disciplinary training ideals.

In China, then, creative ideas were stymied for centuries by too much conservatism.^ But China demonstrated the importance of the role of the scholar who, in that civilization, was regarded with veritable aura. In stressing the role of the teacher, China made a permanent con­ tribution to civilization.

We cannot leave the Oriental culture without viewing a fourth learning community, that of the Hebraic educational learning situation which was the transition point between Oriental and western training situations. The Jews have managed to preserve their ancient identity by adhering to a moral discipline maintained almost entirely by educa­ tion. Even though they have been widely dispersed over the face of the earth, adherence to strict moral and religious ideals have preserved for them a remarkable unity.

- > The first purpose of the Hebraic education was to teach the Jews that holiness before the Lord is the aim of daily life. The rules and regulations for everyday living were developed under the influence of

Moses (c. 1500 B.C.) and later prophets, who transmitted the Torah (Laws) and Talmud (Interpretations) to the chosen people, one of the greatest

*3prederlck Mayer, A History of Educational Thought. Columbus, Ohiot Charles E. M errill Books, inc., pp. 66- 67, 16

Hebraic contributions to civilization was their giving to women a much higher position in society! in the Hebrew family they were not considered slaves as they were in the Oriental countries. However, Jewish women were not permitted to go beyond the informal training for domestic life as car­ r ie d on i n th e home,***'

Education was democratic—i t was meant for everyone regardless of class. All Jews must be educated if the total group was to survive. As the Hebrews came into contact with other nations such as Balifonla,

Persia, and Greece their concepts were hindered by heavy reliance on orthodox religious standards. On the other hand, the intimate contact between teacher and student brought about an intense interest in educa­ tio n .

A fifth great cultural period includes both Babylonia and

Assyria. Education in these cultures was still pretty much a matter of priestly control. "Scribes could be drawn from all levels of society, but the fact that they included the sons and relatives of city governors and princes is evidence of the esteem in which they were held,Ml5 For one to compare these scribes with the Renaissance courtiers or modern am­ bassadors would not be unjust. The profession demanded long studying and was difficult to master. The great Ashurbanipal records of himself that

Nabu and his consort Tashmetum have granted him "great ears" and have enabled him to know and to master the "markings of cuneiform . " ^ To

^Atkinson, og, cit. , pp. 1^-18,

^Georges Contenau, Everyday Life in Babylon and Assyria. New York* W, W, Norton and Company, 1966, p. 1?4,

l6Ibld., p. 175. 17 have "great ears" is to have a great intelHgence which for an Assyrian meant a strong retentive memory.

The learning activities were situated in the temple. Children, at a very early age, would specialize in temples, business, array medi­ cine or priesthood knowledge. Knowledge consisted of knowing how to write down appropriate phrases to represent certain events in one of the above areas, temple, business, etc. To be a good student meant to have a most accurate knowledge! thus, memory, not original thought, was required of the scribe. King Ashurbanipal, who boasted of his good memory, car­ ried out to completion an idea which occurred to Sargon II, namely, to found a library which would embrace a ll branches of learning. Ashurbani­ pal established his library in his palace at Nineveh.1^

It would be tempting to consider such a place as one of the first ' instances of an "ideal learning community." "Community" i t certainly was, since it had the quality of appertaining to all in common. "Learn­ ing" is also appropriate to its domain since all the major branches of knowledge were stored there and since for the Assyrian culture, the scribal art was equivalent to "learning," Yet how "Ideal" we do not have apy notion. Yet we still possess the library since it was removed to

London and p laced i n th e B r itis h Museum. The mere im pressiveness o f th e library allows one to hope it represented some aspects of an ideal learn­ ing community much as the large personal Italian Renaissance libraries certainly served as symbols of the new learning and humanism of its day.

In trying to locate early incipient notions of an Ideal Learning

Community, i t is well so far in our survey to rely on the finding of

^Ibid., p. 179, 18

documents -which pertain to a despisal of m aterialistic interests and

advocate an attraction towards a free-peace-loving humanistic environment.

We can only deduce the environment from the written words transpired

within it. The H ittites, a basically war-oriented civilization* still

must have had some aspects of an ideal learning community since we pos­

sess a verbatim report which constitutes a 'political testament* by King

H attusilis in which this king switched his choice of successor from the

young Labarnas to M ursilis because i "The young Labarnas I had proclaimed

to you (saying) 'He shall sit upon the throne'i I, the King, called him

my son, embraced him, exalted him, and cared for him continually. But he

showed himself a youth not fit to be seem he shed no tears, he showed

no pity, he was cold and heartless."!® Certainly moral and psychological

motives as these betoken a sophisticated religious learning environment.

The temple had come to exert its influence in the political structurest

the learning situation had taken on the added role of training young boys

in definite and well-defined moral habits. Perchance without this ad­

vance in human culture, we should s till be wanting those precious ethical

doctrines of a Socrates which revolutionized the Athens of his day as

well as all succeeding generations.

When we come to the Persian Empire early lore was raised to a cer­

tain scientific exactitude. Yet it is hard to study Persian learning without discussing Greek learning because there proved to be much inter­

change between these two communities. Perhaps this active interchange

constitutes on a broader level some aspects of an "ideal learning cornmsdty." 18 0. R, Gurney, The H ittites. Baltimore, Marylandi Penguin Boole, 195*, P. 171. 19

But before we discuss the main interest of Greek learning, let us dispatch

with some of the needs of the Persian learning schools. Darius, or to

use his Persian name, Dar.ayavar ish , was the son of Hystaspes and grew up

in Vishtaspa's court during the time when Zarathushtra was an honored

guest. He became King after much internal and external insurrection and

revolution, Darius could not "ignore the solid contributions to practical 19 scholarship" 7 which the Babylonian temples and their priesthood supplied

to him. His Persian dictations were turned into Akkadian and it was

Babylonian teachers who laboured on his new law code. He also utilized

the Babylonian scientists who made his calendar more exact. The genius

of the Babylonian learning situation (which grew up in the temple's shad­

ow) which the Persians absorbed cannot be appreciated until one compares

the exactness of Nabu-rimanni's, son of Balatu, ("descendant" of the

priest of the moon god), determination of the true date of new or full

moon with which was connected determination of lunar or solar eclipses,

Nabu-rimanni was more exact in these determinations than Ptolemy, Copern- 20 icus or even Kepler before he employed the telescope. Thus, for the

Persians, the "ideal learning community" always lay in the temple's shad­

ow, It remained practical, for to the Persian mind a 'practical' need was the exposition of the stellar gods* mysterious ways to educated men.

When we approach Greek culture, this all-inclusive name circum­

scribes various city-state powers which developed mainly as a result of

the mountainous topography separating one tribe from another, each with

^A. T. Olmstead, History of the Persian Empire, Chicago, Illinoisi University of Chicago Press, 19**8, p. 199»

29lbid. , p. 202. 20 its own peculiar values and educational goals* The educational ideals of Greece were influenced by its social structure. To deal with Greece is not only to pay attention to what the chief cities Sparta or Athens were doing; one must also inquire into the learning situations of Phrygia and Sardes (the central Anatolian powers)* Lydia and Ionia, the Dorian states (Argos, Arcadia, Corinth, Elis, Olympia, and Sparta), Attica and

Athens, and the Northern and Central Greek states (Thessaly, Boeotia,

Locris, Fhocis, Euboea, and Delphi)These city states were ruled by aristocracies who possessed the land until after the Peloponnesian War when more democratic tendencies prevailed. But throughout Greece's history conflict existed between the lower classes and the aristocracies.

Thus anarchy and tyranny were constant threats to its peoples. Jacob

Burckhardt may have simplified this complex mass of details when he re­ duced the Greek soul into its most significant aspect that "life was a kind of sporting competition in which the great thing was to come first, OO the agonistic ideal of life"; but our investigation into the history of the learning situation for the Greek culture can be made more manageable if we look to the first great European poet, the blind Greek genius, Hcmar, who produced the Iliad and the odyssey. These two epics, legendary ma­ terial passed from generation to generation, provide insight into Greek c u ltu re .

21 J. B. Bury, S. A. Cook, F. E. Adcock, The Cambridge Ancient History, Cambridge, England; The Syndics of the Cambridge University Press, I965f pp. 501-630,

22k. I. Marron, A History of Education in Antiquity. New York; Mentor Books, The New American Library of World Literature, Inc., 196 ^ , P. 32. 21

Homer embodied the inherent paradox of the Greek soul, what

Friedrich Nietzsche two and a half millenia later at Basel, Switzerland, would call the "Apollonian-Dionysiac duality,"23 The alternation between the "dream" or the Apollonian and the "intoxication" or the Dionysian was what led to that twinfold passion of the Greek mind« "know thyself" and

"not to excess." Self-knowledge and balance epitomizes the essence of the Greek learning ideals, Homer graphically illustrates these ideals in his pathetic depiction of a beautiful youth who in the Iliad (18. 5 6 9 ) sang a solo on the death of the young vegetation hero Linos to the lyre at a vintage festival among the maidens and youths who carry the baskets of grapes and who dance in time to the boy's song,^ It was ironic that a beautiful youth should be singing to other young people of another far- distant beautiful youth slain, Linos, But Linos (as in Hylas, Ialemus,

Hyacinthus and Adonis) was an old folk-song lay celebrating the passing away of Summer, And Homer gives us an idea in this pretty vignette of the educational ideals of Greece, music, and dance. For the Greek be­ lieved education to proceed from the muses f and the growth of the Greek sensibility was delicately registered by the number of muses growing from three into nine. The people of Aloeus called the original three muses

Melete ("practice"), Mneme ("memory") and Aoede ("song").2^ The paradox of this whole tender scene is increased when we remember that Homer has

23prledrich Nietzsche, The Birth of Tragedy, Garden City, New Yorkj Doubleday and Company, I n c ,, p*

2**R, C, Jeb b , Homer 1 An Introduction to the Iliad and the Ody­ ssey, Fort Washington, New Yorkt Kennikat Press, Inc., 1969, pp. 1-3,

2^J. G, Frazer, Pausania's Description of Greece, Vol. I, p p . ** 78 - 479 . :------22

this felicitous image of young people dancing and singing inscribed on

Achilles* new war shield forged by the industry of Hephaestus.

There was no truly religious aim in the learning situations of

either Sparta or Athens, The aim was to develop citizens. Their gods

were superior men who set examples for justice, forbearance, and hospi­

tality, Since these men possessed both good and evil qualities, they

also taught men to lie, steal, and k ill. The Athenians contributed

more to the development of modern culture through their art, literature,

philosophy, politics, music, and science than had any other culture,

Tet if one were to compare the Oriental Near Eastern learning

situations with the Greek ones, the difference would be the significance

the Greek culture gave to music and dance. Whereas Babylonia and Persia

could boast of their stellar knowledge thus satisfying the greatest needs

of those cultures, Greece could boast of her lyric inqjulse, The learning

situations in early Greece centered around warrior training and musical

education, the former pederastical, the latter community inspired.

Higher education in the Athenian culture developed from schools

founded by the philosophers Plato, A ristotle, Epicurus and Zeno. I t was

the admixture of the ideals underlying the curricula of these four major

schools that resulted in Greece’s integrative concept of education, Hato's

Academy stressed mathematics and literary studies, A ristotle's lyceum

stressed biological science, while the Epicurean school stressed ethics insisting that the highest pleasure was that of the mind and Zeno's Stoic school emphasized the importance of resignation and self-control. And so it came about that the Greek ideal of education upheld both physical and intellectual excellence. Her integrated concept of education was now one 23

that included the ideas that the best life was one which led to a full

adjustment of man to his environment and the educated man would be a good

citizen and would not avoid public responsibility. In these schools

teaching methods were rather informal, A close comradeship existed be­ tween instructor and student,

Xenophon tells us in his Constitution of the Lacedaemonians that the majority of parents in the other Greek states place their boys under the care and control of a moral tutor (paidagogos) where they learn grammata ("letters"), mousiken ("music") and ta en palaistra ("exercises of the wrestling-ground"). Also that there was intimacy between mentor and boy (paidlkon eroton) and these unions which were won by means of consent and favours had a bearing on education. The Spartans* however, did things a little different. They put the boys under the charge of one warden (paidonomos) who in turn divided them into groups under a prefect.

The Spartans demanded modesty and obedience from their boys. The

Spartan ideal of good training was to develop strength, endurance, cour­ age, patriotism, m ilitary efficiency, cunningness. They were hardened only for war. Intellectual development was limited to memorizing laws of

Lycurgus and portions of the Homeric epics that glorified warfare. An older man's educational objective was to love the boy's soul and make of him an ideal friend without reproachj thus these intimate relationships between tutor and student "resembled parental and brotherly love,"2? But with the advent of philosophy and Greek science, there arose the sophistic tradition which turned the educational centers from the 26 Xenophon, Constitution of the Lacedaemonians, Vol. VII, Scripta Minora, pp. Ill ~ Loeb Classical Library, Cambridge, Massachusetts* Harvard University Press, 1968, 2?Ibid.. IIi3# battle camps to the marketplace* These rhetors or sophists were itinerant teachers who talked on street corners, rented rooms for classes and, gen­ erally, gathered students any way they could. They taught their learners to question everything including the accepted conventions and foundations of Athenian Society, They were practical men who tried to adjust their methods to meet the needs of the individual student. The Sophists lived during a period when Athenian life shifted from an agrarian to a commer­ cial basis. Because of increased political awareness, i t became impera­ tive to educate the rustic farmers so they could not be cheated by the political activists within the city proper.

The sophists have been viewed as ‘respectable men and models of moral* because they *had the courage, which all strong spirits have, to p O recognize their own unmorality.* The motivating ideals of these edu­ cational learning situations were a radical moral skepticism. Economic and social change produced philosophical questioning. And so i t came about that the relativity of truth and absolute standards of morality were two tenets of these learning ideals. Out of these sophistic schools of Gorgias and C allicles, Protagoras and Prodicus, Hippias and Antiphon,

Thrasymachus and C ritias, and Antisthenes and Lycophron emerged the great conflict between "law” (nomos) and "nature" (physis). power and right, necessity and equality. From this welter of intellectual dialec­ tics was abstracted the notion of society as a lion, Nietzsche's "mag­ nificent blond beast," whom society vainly seeks to tame (ek veon

28W. K, C, Guthrie, A History of Greek Philosophy, Vol. Ill, London, Englandt Cambridge University Press, 1969» pp. 26I- 3 I 6 . lambanontes caper leontas).2^ Pindar, an earlier poet ■who loved to celebrate the victories of varrior-athletes, spoke of "Lav, which is

King of a ll, both mortal men and immortals, conducts the uttermost vio­ lence with the hand of power, making i t just"j3Q yet the fifth-century moderns, educated in the relativistic thinking of the sophists, with the Corcyraean atrocities behind them found "the life of the city had been thrown into utter confusion, human nature, now triumphant over the laws, and accustomed even in spite of the lavs to do wrong, took delight in showing that its passions were ungovernable, that it was stronger than justice and an enemy to all superiority."-^1 For the more thought­ ful citizens, those educated in the learning situations of the major scph- i s t s and p h ilo s o p h e rs, human n a tu re was always th e same y e t would manifest its variations as different circumstances present themselves. "For in peace and prosperity both states and individuals have gentler feelings because men are not then forced to face conditions of dire necessity! but war, which robs men of the easy supply of their daily wants, is a rough schoolmaster and creates in most people a temper that matches their con­ dition,'^2 The rough schoolmaster (biaios didaskalos= a teacher of vio­ lence) emerges so that violence within a state is a natural consequence of war between states and men^s passions in war and in time of stress not

R, Dodds, Plato Gorgias. Oxford, England* Oxford University Press, 1969, pp* *f83®» Translation of the Greek quote in parentheses is "catching them young like lions,"

3 < ^ b id ., pp. 123, 270,

^Thucydides, Book III, LXXXIVg, translation by Charles Forster Smith, Cambridge, Massachusetts* Harvard University Press, Loeb Classical L ib ra ry ,

32jbid.. Ill, lxxxh 2, only deteriorate, but tend to dominate their minds.33 Insatiate Dis­

cord^ (tas orgas) unleashes a band of furiesthe noble chorus in

Aeschylus replies to Athena's encomium on the divine law of Zeus that when it triumphs "may Discord, insatiate of ill, never raise her loud voice within this city—this I pray; and may the dust not drink the black blood of its people and through passion (di organ) work ruinous slaught­

ering for vengeance to the destruction of the state# Rather, may they return for Joy in a spirit of common love, and may they hate with one ac­ cord; for therein lieth the curse of many an evil in the w o r l d , "36 In these poetic outbursts, the tense result of lyric struggle, Greece of the newly refined Athenian Age in the fifth century achieved self-awareness of her historic significance and of the continuity of her momentarily achieved learning ideals# Yet the schoolboys were still being in­ structed in physical exercises and music, those ideals of Greek educa­ tion, not in professionalism of the arts but rather enjoyment and par­ ticipation in them,

Pericles says of Athens, that alone here can "each man indivi­ dually combine in his own person a wider activity than men elsewhere, and is quicker witted (more flexible), and knows more of the graces of

^A , W# Gomme, A H istorical Commentary on Thucydides, Oxford, Englandi Oxford University Press, 1969, V ol.II, pp. 373-37^.

3^Edward Fraenkel, Aeschylus Agamemnon, Oxford, England; Oxford University Press, 1956, Vol. I, pp. 158-159• 35ibid. , p. 505. Vol. IH.

-^Aeschylus, Eumenides, translation by H. Weir Smyth, Cambridge, Massachusetts; Harvard University Press, Loeb Classical Library, p. 365. 27

life," Here "there is government by the majority, but no heavy-handed

majority* each man may develop his own personality freely, and has the

opportunity to do so in more favourable surroundings than elsewhere* and

this development is both varied (not only has each man various attain­

ments, but one man differs from another) and humane (kata charitonF

"without crude self-assertion"); the highest of which man is capable."3?

These proud and confident fifth-century Athenian words gave

powerful impetus to intellectual endeavors. They organized great bodies

of knowledge into teachable form and paved the way for Plato and Aris­

totle, Or as Plato, in his literary dialogue Protagoras has Hippias the

Sage say of the learning situations in Athens, "All of you men of science

and learning who are here present I reckon to be kinsmen and friends and

fellow citizens by nature . . . and such are met together in this city

Athens, which is the metropolis of Wisdom, and in the greatest and most

glorious house of this city."3®

The ideal of Greek education was literary rather than religious; its goals were the cultivation of the sciences and of the humanities.

There is no need to turn to the more ponderous and profound works of the

Greek philosophers; they w ill only restate the confident words of Hippias the Sage as to what constitutes the ideals of a learning situation, name­ ly, to have wise men in a wise environment for wise people to listen to*39

37a , W. Gomme, A H istorical Commentary on Thucydides. Oxford, England; Oxford University Press, 1969, Vol. II, p. 125. ("Thucydides Book II 4-1.1) 3®B. Jowett, The Dialogues of Plato, Oxford, England! Oxford University Press, 1953* Vol. I, pp. 1£>3-1W. 39 j, Adam, A. M, Adam, Platonis Protogoras, Cambridge, England! Cambridge University Press, 1893* PP* *98. 28

The ideals of Roman education included the cultivation of manli­ ness and self-control. Individualism was not tolerated in the early Roman republic which emphasized utilitarian endeavors, practical subjects and technology. To find out what the Roman Ideal Learning Situation would be one merely has to look to Greek Hellenistic Alexandrian scholarship, Vjhat

Aristophanes could outwardly scoff^ and Plato subtly ridicule,^ (namely, the growing tendency in Greek culture to rely on textbooks and charge money to those wanting to gain an education) became fashionable. Learn­ ing retreated from the schools as soon as teachers charged money for their knowledge or handed out textbooks. The philosophers Socrates, Plato and

Aristotle were only too aware that once physical memory is destroyed on which the oral tradition of the past was based, then true philosophy or learning would be threatened because "personal intercourse of the dialec­ tician to plant the living word in the soul of the listener"^ would give way to private reading of books and the misunderstanding of these books.

The age of grammarians, commentaries and catalogues opened. The learning climates receded back into the hum-drum mode of existence which they can only too easily do. As in ancient Sumer the dichotomy of learning goals were expressed! humane men or bureaucratic scribes capable of routine jobs had to be determined.

^Aristophanes, The Clouds. 11. 916-919, translation by Robert Rogers, Cambridge, Massachusettsi Harvard University Press, Loeb Classi­ cal Library,

^P lato, Protagoras, 325©» 329a j Phaedrus, 266d, 274b j transla­ tion by B. Jowett, 1953,

Pfeiffer, History of Classical Scholarship, Oxford, England* Oxford University Press, 1969, p, 32. 29

The scholar poets as PhiHtas of Cos, Zenodotus, Alexander the

Aetolian, and Lycophron the Chalcidian "had been moved by their love of

letters and by their own work as -writers to preserve the literary heri­

tage, , , they firmly believed in its eternal greatness,"^ But, -what

purpose did it serve? One comparison can show us. These scholar poets would preserve such works as Euripides* Medea where she says:

I know what evil I am about to do, But my passion is stronger than My knowledge of what is b est,^ (w , 10?8-80)

This conflict between the rational, ("my knowledge") and the irrational element ("my passion") of the soul would be taught to young Roman boys so they would adopt like ideas in their poetry, as the Roman poets Catullus and Ovid, In fact Ovid would borrow in turn from Catullus in hisi

I hate what I am; and yet for all my striving, I can only be what I hate; Ah, how hard i t i s to b ear the burden You long to la y a s id e ,^5

Thus what was for Ovid a surface convention, for Catullus was a guide in which to analyze and resolve his own passionate nature and impose a con­ trol on it by framing his very real psychological impulses into a literary model from Euripides; yet for Euripides, this insight proved to be the urgent exploration and explication of those impulses in him which his moral imagination and sentient intelligence succeeding in raising to con­ sciousness what was in the depths of his unconscious,

4?Ibid., p. 2?9.

^Denys L. Page, The Plays of Euripides, Medea, Oxford, England; Oxford U n iv e rsity P re s s , R ep rin ted 1959*

^George Luck, The Latin Love Elegy, Oxford, England; Oxford University Press, 1969» p, 168, 30

With the schools sustaining such knowledge artificially, one can

see why the next step in the learning was for scholars to preserve the

knowledge of scholar-poets preserving knowledge, Didymas is such a

scholar. His love of learning aroused in him "a sincere admiration for

the greatness of scholars and a firm belief in their authority!1^ He

"was enabled to become the most efficient servant of an ancient intel­ lectual community, because a decent order had been re-established in the whole Mediterranean world by Augustus* peace,What is important to realize at this point in our survey of the ideals of learning situa­ tions is that learning in its highest sense was still the transmission of poetic texts, even up to the end of the Middle Ages of writing in poetical meters to preserve the knowledge of these texts.

During the third and second centuries A,D, the center of politi­ cal and economic gravity shifted from the eastern Mediterranean to the western Mediterranean, The Romans were practical people who established substantial foundation for institutions for social order among the north­ ern and western provinces. They took the speculation of the Greek phi­ losophers and applied them to military, political, and social institutions.

They preserved Hebraic and Greek ideas and instituted the beginning of th e Roman C ath o lic Church,

Roman education was directed toward making youth into good’ c iti­ zens and soldiers. Prior to the third century B.C., the Romans had been largely untouched by Greek culture and had developed their own peculiar

Pfeiffer, History of Classical Scholarship, Oxford, Englandi Oxford University Press, 1969, p. 279*

**7Ibid. , p, 279. qualities of character and intellect. But after the Roman Conquest of

Greece in the second century B.C, educated Greek slaves were brought to

Rome and with them came the influence of Greek learning and methods as we have already seen,

Cato the Elder (234-149 B.C.) bitterly opposed the growth of

Greek ideas and customs and insisted on the expulsion of all philosophers and rhetoricians from Rome, After his death, foreign influences found easy access* Cicero*s De Oratore marked the first triumph of Greek in­ fluence upon Roman education. Emphasis upon moral character was retained for some time but as the Roman Empire became more corrupt, morality went into decline. Education moved mainly toward intellectual development.

The accomplished speaker and debater was the main purpose of formal train­ in g .

One of the greatest influences in education has been the influ­ ence of Christianity, The birth of Jesus Christ (C, 4 B.C, - 29) during the reign of Emperor Octavius Augustus (6 3 B.C. - 14) came a t th e h e ig h t of Roman m ilitary and political power. The early problem of Christianity was to harmonize individual freedom with social stability. Socrates,

Plato and Aristotle based their educational philosophies on intellect.

Christ offered an ethical system based upon the moral and emotional nature of man. It was one which sought to inspire goodness and virtue as edu­ cational objectives for the lives of all.

Jesus has been credited as being the greatest of all teachers.

Stressing human relationships, he prepared his listeners for the truths

48 Adolph Harnack, What Is Christianity? New Yorki Harper & Row, Publishers, 1957» PP» 3^37. 32

to be taught by use of concrete examples applied to life situations# He

strenuously opposed the memorizing of rules and regulations#

Jesus was bound to be misunderstood. He lived in a period of

social unheaval. He influenced groups as divine as the Quakers and the

Jesuits; his import was strong upon the deists who believed in reason, as well as upon the pietists who favored emotion as the keynote of religion.

The keynote of the character of Jesus was his sincerity. He appealed to

the heart. He showed that what matters are not our material possessions, it is our spirit that counts. He believed all people teachable. Yet real education requires the openness of a child. He realized the scholar can lose his capacity for awareness and debate endlessly about minor points. He realized that many teachers have little vision; they are mainly technicians. He realized that a learner and a teacher must have a unity of his individual importance and see beyond technical detail. The teacher's task is not merely to impart knowledge, but to develop pat­ terns for behavior. He must stir his students and this can only be Zj.9 achieved when he really understands them and becomes part of their life#

The methods employed in early church education were ascetic and disciplinary. Toward the end of the Roman Empire school methods were rapidly becoming formalized and lifeless. Through the fall of the Roman

Empire to modern civilization, five centuries of time, five educational systems evolved* monastic!sm, chivalry, guild, scholasticism, and cor­ porate university structures# Those years also marked the transition

^Frederick Mayer, A History of Educational Thought, Columbus, Ohio* Charles E. M errill Books, Inc,, pp. 115-119, from ancient to modern civilization during which time, political, econdnLc,

social, religious and educational institutions were paving the way for our

present age.

Monasticism sought to provide spiritual and moral growth. There

was a restriction to literary and vocational trainingj this education

prepared the student for the world after death. There were some produc­

tions of original manuscripts but for the most part Medieval scholars

read and made copies of and exchanged them with other monasteries. Since

it was believed that the highest knowledge in life is to be gained

through divine inspiration and intuition, meditation was a chief char­

acteristic of monastic education. After the monasteries opened their doors to boys not intending to enter the order, the curriculum included the seven liberal arts that had been handed down from the Greeks and

Romansi the trivium (grammar, logic, rhetoric) and the quadrivium

(arithmetic, astronomy, geometry, music).-^

In convents for nuns, operating under similar rules and restric­ tions, weaving and embroidery church vestments, hangings and altar cloths took the place of agricultural chores that were so much a part of the life of a monk.

Under the political-economic system of feudalism the semi-slave class was trained in agricultural pursuits. Parish school priests face the simple religious instruction needed for participation in the rites and ceremonies of the church , ^

59Martianus Copella, The Marriage of Mercury and Philology, H ild e rsh e in , Germany* Teubner, 1970, Chapter 3* •^Walter W. Skeat, William Langland's Piers Plowmen, Oxford, England* Oxford University Press, 1890, Vol. I, II. There developed a system of training for the nobility that lasted

from the ninth through the sixteenth centuries. This system called chiv­ alry was a direct outgrowth of barbarian feudalism and continued until

stro n g c e n tra l government gained momentum. C hivalry attem pted to tea ch high morals and social ideals. It proved an effective method of putting

Christian principles into a c t i o n . ^2

The guild system began developing in the 12th century. They were organizations or associations of men engaged in commerce and industry, each usually having a monopoly in the local retail trade of its product with the privilege of taxing goods brought in by outsiders. Eventually, because of divergence of interests, these craft guilds split into two groups* skilled workers, forerunners of modern trade unions, and owners of businesses, predecessors of modern trade associations.

There was a demand for a different kind of education that would fit better the needs of a burgeoning industrial society. Since schooling of a more practical nature was desired, a demand arose for vocational training for preparation into commercial and industrial activities. But the city fathers (burghers) now saw the dangers inherent in a too narrow type of vocational or trade training. Master teachers obligated them­ selves to give broad instruction to their apprentices and were required to see that religious training was not neglected.

A distinct step toward modern education was made when the vernac­ ular languages were introduced in place of Latin. The use of Latin in the universities and in religious rituals gave rise to the Latin school

52 Charles R. Robbins, Jean de Meun and Guillaume de Lorris, The Romance o f th e Rose, New York* Random House, i 9 6 0 , Book 35

which prepared boys for higher learning. Methods s till resembled those

used in monastic and parish schools with emphasis on example, im itation,

and practice.

Medieval education represented the heyday of reliance on the

textbook; in fact, most teachers probably knew little more than what the book contained. Books -were scarce items; it was natural they should be regarded with great respect and reverence. There was little encourage­ ment for critical analysis, initiative and originality. Memorization of whatever book happened to be available was the extent of the usual

sch o o lin g .

At about the twelfth century, the first great intellectual revival took place. Scholasticism known as the method of selecting classifying general principles or statements taken from religious or classical au­ thorities, using a systematic order of commentary upon those statements, examining arguments on both sides, refuting arguments on the opposite

side, and drawing conclusions.

The range of knowledge within which the scholastic mind might work was lim ited; scholars defended only such things as the church held to be orthodox. Mainly, deductions which could be drawn from generally accepted principles were sought. Two distinct methods were used. In his lecture a teacher read the text together with its glossaries and annota­ tions. This proved largely a process of slow dictation to permit students to make authentic copies of authoritative work.

Then came disputation, or debate, wherein the student proposed a thesis, offered proof, raised and/or refuted objections. This procedure 36

dictated the number and kinds of subjects or questions that would be

covered in the curriculum•

Also during this revival some people organized themselves into

guilds or corporate organizations for their own common purposes. As a

result of this kind of bonding a few of the cathedral schools became

universities as a protection against the king* bishops, chancellors, or

anyone else who attempted to bring them under control. Universitas was

the term originally applied to any group of people organized into a

guild for any common purpose but eventually was applied specifically to universities of faculties and students. In similar manner, the students frequently organized themselves into guilds for protection against teacher, tovn-people, officials, and sometimes from each other.

A group of masters teaching the same subject was called a facultas, and each of these elected a dean. Deans of the faculties and councilors of the nation made up what was known as the university coun­ cil, which annually elected a chief executive. The chair of authority was from Pope to bishop to chancellor. Gradually the most unimportant power delegated to the chancellor became the rig to issue the teaching license (licentia docendi) to students who qualified with the diocese,

As a few of the universities gained still greater prominence, the Pope often gave the chancellor the right to issue licentiae docendi ubioue

(licenses to teach anywhere), which meant authority^ beyond their own d io c e se s. i

-Reginald Lane Poole, Illustrations of the History of Medieval Thought and Learning, New Yorki Dover Publications, Inc., i960, pp. Ik6- 170. 37

One unusual characteristic at Bologna was the power of the

student guilds to exert control over the administration. The rector of those student guilds was recognized as the head of the university, and faculty members were obliged to take an oath of obedience to the stu­ dent rector. Also they had to abide by the regulations of the student guilds concerning the length and contents of the lectures--their time beginning and ending and length of the academic term.

Historians have principally used the terms Renaissance to cover the period of i^-th, 15th, and early 16th centuries. This period repre­ sented a speeding up of political, economic, religious, intellectual and artistic change. A growing secularism was becoming a strong force which would affect education. Humanistic education represented rebellion against conservative force. Freedom of thought, creative activity, self- expression, versatility, well-roundedness and personal self-realization expressed through some area of education were its aims. The Church de­ veloped scholars and clergy for its future leaderships. The rulers sur­ rounded themselves with trained and loyal followers. Those mainly educated -Mere the youth of upper and wealthy classes. The middle classes began to express a desire for a type of education that would help them to break into the elite circles.-^

The Italian court schools founded, maintained by ruling monarchs furnished the model for secondary schools in other countries* the Gym­ nasium in Germany, the colleges and lycees in France, and the Latin gram­ mar school in England and Colonial America. These schools were to a g?eat

C, C, Fauriel, History of Provencal Poetry, New York* Haskell House, 1966, pp. 308-350, 38 degree preparatory institutions since they taught pupils the necessary skills for undertaking university work, how to readt write, understand and speak Latin.

With the invention of printing, textbooks became more plentiful, obviating the necessity of lecture by teachers. New methods of in­ struction were tried. Written themes began to displace the oral dispu­ tations common to the medieval school. Discipline was mild since punish­ ment and threat were not needed as motives for learning. Higher posts of activity and honor began to be rewarded to those who had been trained in the humanistic manner. This proved to be sufficient motivation for the student. Fortune and meaningless methods were rejected and supplanted by democratic types of humanistic education which proved successful ^In - teaching backward peoples.

Desiderious Erasmus (c, 1466-1538) who considered i t the business of the teacher to help the student rather than display his own learning attacked the methods of discipline. His introduction of independence and individuality into the learning of lessons helped to ease away the traditional verbatim memorizing and mimic imitation of styles. Indepen­ dent judgment, which combined honesty and real knowledge, was the aim of education.55

The Humanists did much to popularize schooling. As scholarship became more cosmopolitan the universities became social and political storm centers as well as agencies active in religious reforms.

55I b l d . , p . 3^3-357. 39

Most American educational traditions can be traced to the

Protestant Reformation. Catholicism was the universal religion in

western Europe at the beginning of the sixteenth century. Religious

revolt backed by economic resources of middle classes and m ilitary

powers were motivated by such intense spiritual convictions that it

lasted, Protestants denied the Catholic claim that the Pope and clergy

must be the authoritative interpreters of Christian doctrine. Theoret­

ically they claimed that the individual gained salvation directly

through faith with each person being allowed to interpret the Bible and

believe exactly as he pleased. In practice, however, time would demon­

strate that protestant groups would assume the role of persecutors of

dissenters and would use civil powers to enforce their own convictions

upon others,

Martin Luther (1483-15*^6)» an Augustinian philosophy professor

at the University of Wittenberg, maintained that there was no scriptural

evidence for the claim that only the Pope could interpret the holy

scriptures. He attacked the concept that the Pope is superior to church

councils. He made an important contribution to education by translating

the Bible into German and maintained that schools should be governed by

the state and each family should be required to send their children to

school. He regarded the educational institution of his time as extremely

inadequate. It is thought by some that his energies planted the seed for

modern-day state and national control of education,

56 F re d e ric k Mayer, The G reat T eachers, New York* The C ita d e l Press, 1967, pp, 139-152. 40

The reformation which stressed learning to aid religious instruc­ tion and to absorb socialism as contained in the gospel's message swung into an opposing camp—rationalism. The medieval and renaissance con­ flic t of reason and revelation and the late renaissance passion for scientific facts alchemized into a new awe for scientific or natural law.

As could be expected this change in the fundamental attitude in the

European man's mind resulted in a change in the educational learning situation, Han's mind had taken a miracle which needed exercise for power and endurance—consistent and reinforced routine habituation were viewed as desirable traits of an educational learning situation. Men could learn to think by powers of reflection and attention to observed and natural and supernatural phenomena. In this setting Sir Isaac

Newton,-’? Claude Adrien, V oltaire,5® and Helvetius59 fa ll, Man operated like a clockj the schools were organized on principles of testing, atten­ dance, records, personal data, and above all on assimilation of facts.

The next ideal or myth to dominate and absorb men's energies and passions was romanticism. Here the dominating metaphor was not the clock but instead the forbidden paradisal island inhabited by the noble savage,

Man as animal was in harmony with the felicitous serenity of nature or if turbulent, like a spring thunderstorm, giving life-producing waters to thaw w inter's frozen sod.

57lbid., p. 51.

58carroll Atkinson, Eugene T, Maleska, The Story of Education, New York* Bantam Books, 1962, p, 65-66,

59 ib id . , p . 65, 4-1

The educator in this stage was Jean Jacques Rousseau* The main

educational ideal was that man learned through doing and making* Rousseau

agreed with Comenius that methodology which emphasized learning through

the senses had high priority. Since education was a matter of the free

and unrestricted development of natural power and inclinations of the in­

dividual the learner should follow his instincts. Through the motivation

of pleasure he would grow naturally from ignorance into cultural refine­ ment,^®

The expansion of industrialization and social reform with the

corresponding degeneracy of aristocracy ushered in naturalism. During

the Renaissance there had been a decided shift from spiritual interests to natural interests. These beginnings of modern science greatly con­ tributed to the beliefs that progress would come with discovering the secrets of nature rather than searching information inherited from the past. The most predominate metaphors of that time were the hydraulic and later the pneumatic pumps. This image or myth explained everything from

Darwinian selective breeding and social repression of classes to the

Freudian libido inferences that were developing in the psychological the­ ories of that day. The ideal learning situation was one which prescribed regulated techniques which through efficient practice would draw from the base of the learner’s common stockpile of knowledge with the aid of the pneumatic pumping by the teacher would bring this "learning” reservoir to the surface of consciousness. It is in this aspect of historical develop­ ment that the schools of Johann Bernhard Basedow (1723-1790)» Johann Hein­ rich Pestalozzi (17^6-1827)* Johann Friedrich Herbart (1776-18^-1) and

60prederick Mayer, The Great Teachers, New Yorki The Citadel P re s s , 1967» PP* 179-19k*

i 42

Friedrich Froebel can be placed.^1 All of these educators realized that

learning should not be stereotyped) that while preparation, presentation,

comparison and abstraction, generalization and application were Important

the idealistic philosophy of the era would seek to develop the whole na­

ture of the learner. It was out of this conviction that Froebel sought

to develop the moral, emotional and Intellectual aspects in his school,

the Kindergarten, "a garden where children grow."^

The modern learning situation advocated by the masses in the

twentieth century operates on the ideal or myth of quality control of

standardized parts which can be reduced to discrete measurable variables.

Each person's uniqueness is seen merely as a peculiar combination of

inter-acting variables which while they do not add up to the Gestalt

whole, at least explain the learner. Sometimes this myth is found in­

humane. The production machine of standardized parts is substituted for

viewing man as an organic organism) yet this organism is labeled, dis­

sected and tested in laboratory controlled environments. ^ The r e s u l t o f

efforts is that what starts out as a naturally curious, unique learner

ends up developing into an organism that is molded into a conforming role

in which he functions little better than a factory functioning machine.

Through the ages the learning situation changes to accommodate

the standards prescribed for by each nyth for each setting. Today's

^Frederick Mayer, A History of Educational Thought. Columbus, Ohioi Charles E, M errill Books, Inc., I960, pp. 265-29C.

^Atkinson, oj>. c it. , p. 81.

^A lvin Toffler, Future Shock. New York* Bantam Books. Inc., 1971, pp. 398-405. 43

accommodations include computer assisted learningt television* and pro­

grammed in s tr u c tio n w ith much emphasis on input* o u tp u t and feedback*

Anyone familiar with the homeostatic units of heat production on a

thermometer can see the myth underlying present educational standards*

prescriptions and activities of most learning situations*

Historical records indicate that educational Ideals pointing to

specific values about students* teachers* curricula and educational

systems of learning situations have been posited and evidenced by many

cultures. It is this author*s subjective opinion that some ideals pos­

ited by past cultures have degenerated as we compare their presence to

modern day learning situations. For instance* the fresh purity of an­

cient classical culture and the august sublimity and subtlety of medieval

times. In the former the human order was dignified by a comparison of

viewing man in juxtaposition with the divinely ordered and their gods;

in the latter, man through the refinement of his aesthetic and spiritual

faculties stood in hopeful exultation of ultimate and eternal divine beau­

tification,^* A look at present day learning situations permits us to

distinguish two major opposing stylesi the technocrats and the modern

scientific humanists. The one outstanding feature and vital force of

twentieth century life is the dissolution of archetypes. The threat of

standardization makes the goal of an educational setting designed to turn

out "ideal" types useless. Many of the modern educational theorists are

concerned with the preservation of human freedom while s till maintaining

a structured, ordered, goal-directing environment which can preserve,

^Henry Adams* The Cathedral of Chartres, New York* Vintage Press, 1961, pp. 145-219. internalize and sustain the rational business of planning and controlling

■without doing damage to the learning situation. This and similar con­ cepts seem to posit the ideals for learning situations of the future.

This author sees the moderns more specifically divided into three camps on how they plan to maintain this paradox of order yet freedom.

The theoretical and mystical theorists such as Hutchins, Reich and

Runkel are in one camp. The hard-core realists and practical men of edu­ cational thought like C. Wright M ills, Alvin Toffler, Leonard M. Lansky are in another camp. The final camp is composed of the anarchist liber­ alizing leftists (who seem to despair of any sane moderate approach); these include Ivan Illich , Joseph Featherstone and James Ridgeway.

On educational system Hutchins says*

An educational system directed to economic growth w ill regard the people as instruments of production and teach them to regard themselves as such. The emphasis w ill be on jobs. The tendency will be to relate instruction to jobs. Each level of education will be thought to entitle the student who has passed through it to a certain kind of job. If such jobs are not available when large numbers of students have reached the stage presumably qualifying them for such jobs, political instability, which will im­ pede economic growth, must result,»5

Reich's convictions include*

In the new society, the existence of technology means that man's great goal must be consciousness, for all the reasons we have already given. And consciousness is a very different thing than material goods or their equivalents, honor and status. These are by their nature in short supply. But consciousness, or, to use an old expression, wisdom, is not a substance that is subject to upward lim it. In seeking wisdom, men's interests are not antagonistic. No person's gain in wisdom is diminished by anyone else's gain. Wisdom is the one commodity that is unlimited in supply. °9 ^Robert M, Hutchins, The Learning Society, New York* Frederick A, Praeger Publishers, 1968* pp. hu-41, 66Charles A. Reich, The Greening of America, New York* Bantam Books, Inc., 197i» P* ^16, Phillip Runkel, et al, statest

Our culture's central failure is its inability to help its people and itself how to learn. The root cause of this failure is the culture's style of handling authority. Rather than learn to change our culture, we must change our culture to learn. It is a bootstrap operation* it may not be possible, but some people are trying to learn how to begin, and trying to define a science of be­ ginning, The prevailing model of education is knowledge-centered in that it assigns roles to participants on the basis of their relation to this knowledge. The expert makes it, the teacher owns and transmits it, the pupil absorbs it. In any given learning group, these roles are assigned relative permanence. Given his expertise, his bankroll of knowledge of a certain subject, the teacher becomes the figure of authority in a class, and authority becomes permanently vested in him. This role-defined authority harms autonomous learning, partly because almost always i t evokes the authority complex ,67

C, Weight Mills influenced a generation of scholars when he pro­

posed that a liberating education can and ought to eliminate the needs

in the individual's life*

The knowledgeable man in the genuine public , . , understands that what he thinks and feels to be personal troubles are very often not only that but problems shared by others and indeed not subject to solution by any one individual but only by modifica­ tions of the structure of the groups in which he lives and some­ times the structure of the entire society. Men in masses have troubles although they are not always aware of their terms. It is the task of the liberal institution, as of the liberally edu­ cated man, continually to translate troubles into issues and issues into the terms of their human meaning for the individual,®®

Toffler's concerns include:

It is no longer sufficient for Johnny to understand the past. It is not even enough for him to understand the present, for the here-and-now environment w ill soon vanish, Johnny must learn to anticipate the directions and rate of change. He must, to put it

^P hillip Runkel, Roger Harrison, Margaret Runkel, (eds,), The Changing College Classroom* Some Psychological Assumptions. San Francisco* Jossey-Bass Inc,, Publishers7 1969, p# 28. 68 C, Vfright M ills, Power. Politics and People—The Collected Es­ says o f C, W right M ills . New York* Oxford U n iv e rsity P re ss , 19&7, p , 370, 46

technicallyi learn to make repeated, probabilistic, increasingly long-range assumptions about the future. And so must Johnny*s teachers, , • • To create a super-industrial education, there­ fore, we shall first need to generate successive, alternative images of the future—assumptions about the kinds of jobs, professions, and vocations that may be needed twenty to fifty years in the fu­ ture; assumptions about the kind of family forms and human relation­ ships that w ill prevail; the kinds of ethical and moral problems that will arise; the kind of technology that w ill surround us and the organizational structures which we must mesh,

Leonard M, Lansky suggests that the following assumptions and facts bear upon issues that have and do concern the educator as he attempts to incorporate ideals into real learning situationsi

Individual differences affect learning situations. Learning is ubiquitous. Feelings are real, always present, and relevant for learning. Learning includes content, skills, attitudes and values. Specific learnings and results are only probable. Human reactions are voluntary and involuntary, Man is motivated both to reduce tension and to seek tension, Man can examine his own acts, feelings, and needs. Self-examination is learnable, uncomfortable* and resisted. Learnings are promoted by feedback. Small groups make more complex and frequent feedback possible. Teachers are models for students. One major goal of education is to create self-propelled learners. Shared responsibility for teaching and learning creates self- propelled learners in teachers and students,

Ivan IH ich, a leading controversial Neo-Romanticist has recently s ta te d t

A good educational system should have three purposesi it should provide all who want to learn with access to available resources at any time in their lives; empower a ll who want to share what they know to find those who want to learn it from them; and finally, fur­ nish all who want to present an issue to the public with the oppor­ tunity to make their challenge known.

^A ivin Toffler, Future Shock, New York* Bantam Books, Inc., 1971, p. 403. ?9Runkel, et al,, pp. 295 - 3 0 0 ,

^Ivan Illich, "Education l&thout School; How It Can Be Done," New York Review. December 3» 1-970, p, 25, 47

Joseph Featherstone talking about educational organization said*

Demolishing our great, useless administrative superstructure is a necessary first step toward reconstructing our schools | but demolition itse lf w ill do nothing to promote a common vision of good teaching. I t has to be accompanied by -what I am sure will be misunderstood if I call it a humane bureaucracy, people to help. Otherwise it is unlikely that a renewed professionalism, truly serving clients, can ever come forth. I'm in deep sympathy with attempts to decentralize schools and other institutions, to restore varieties of control and participation where participa­ tion can mean something—particularly at the level of individual schools. At the same time, whatever our short-run tactics, the long-run tactics, the long-term issue is clear* in many areas of our national life the issue is not whether to have administra­ tion, bureaucracies and professionals, but whether it is possible to create bureaucracies and professions that are humane and re­ sponsible to c l i e n t s . 72

Recently James Ridgeway stated:

The idea that places of higher education represent a community of scholars is a myth. The teachers are less interested in teach­ ing students than in conducting their own personal types of pseudo­ academic games which results in their receiving banker-broker merits toward next year's raise and perhaps for the teachers' out­ side interests. The once held idea that teachers were of a soul bolstering elite has given way to the ideas that they are now manipulative specialists who cause students to engage in classroom activities which can be labeled "holding on to the pen," "listening to boring stories," "spending time for credit," or engaging in discordant activities that induce disciplinary action • , , • Meanwhile ad­ ministrators are busy endeavoring in activities which govern their self-perpetuation. They bear public responsibilities and receive much of their monies they allocate from government, hence they must be responsible to the public, the trustees and then in turn to alumni, students, faculty and other immediate members of the university community , , , , The principle that should govern higher education, and all education in America, surely is simple enough* Since educational institutions are generally regarded as serving a public function, and financed to a large extent by the general citizenry, they ought to be responsible to the public. The different institutions should be run by students, teachers, and administrators Tjdio are concerned with education. And they should be free to all,

?2Joseph Featherstone, "Schools Where Children Learn," Liverlght, September 11, 1971, p« 25. ?3james Ridgeway, The Closed Corporationt American University in C risis. New York* Ballentine Books, Inc., 196S, p, 150. 48

In this cursory and summary chapter the tensions between out­ moded ritu alistic learning situations which mankind has accepted as "real!* periodically give way under the rush of new energy to more idealistic desires* The ideal seems not to be planned for but spontaneously Just to happen with the discovery and re-discovery of some insights and realiza­ tions of which both re-impregnate the old and cast aside the spurious and allows momentarily for covert truth to sound against the overt happenings.

This kind of intellectual enthusiasm has affected newer and more meaning­ ful relationships between curricula, students, teachers and the shape of the schools. I t is these unions and relationships which have, and do temporarily and sporatically happen that cause exciting things to occur in the real learning situation which w ill bring mankind closer to his search for Ideal Learning Communities which some day hopefully w ill jus­ tify the use of the term "Ideal," CHAPTER I H

PURPOSES, PROCEDURES AND LIMITATIONS

Purposes

The overall purpose of this study was two-fold»

1, to gather statements from students and faculty that are descriptive

of their concepts of the Ideal Learning Community.

2, to determine the range of difference among the attitudes of two

groups (students and faculty) as they compare each of the statements

in the following ways!

a. as a group we agree that the following statements are charac­

teristic of the Ideal Learning Community but uncharacteri stic

of Columbus Technical Institute now.

b. as a group we agree that the following statements are charac­

teristic of Columbus Technical Institute now but uncharacter­

istic of Ideal Learning Community.

Specifically, it was hypothesized thati

1. Students and faculty at Columbus Technical Institute did have specific

characteristics to relate when they considered the concept "Ideal

Learning Community."

2. Students and faculty (as individual groups) at Columbus Technical

Institute do indicate discrepancy between their Real Learning Situa­

tion (as it is now at Columbus Technical Institute) and their Ideal

(how they would like i t to be) Learning Community,

^9 50

Members of both groups ware asked to respond, anonymously, to an open-ended questionnaire. The fora developed for this study consisted of a definition of learning community followed by statements requesting each respondent to lis t all of the specific characteristics he would include in his definition of a learning community* A sample of the actual ques­ tionnaire is shown in Figure 1, page 55 • The open-ended questionnaire was constructed in accordance with directions provided by Good and Hatt.*

The specific characteristics the two groups listed were sorted and tallied* All characteristics that were similar were grouped to­ gether to form a single statement (construct), A sample page of the actual data sheet survey and instructions given to the groups is given in Figure 2, page 5 6 . All constructs receiving five or more tallies were used as an item in the construction of an independent rank-order scale. Independence as used in the study has been interpreted to mean that a person's response to an item had no influence on his response to p another item.

The instrument so constructed and entitled "Learning Community

Data Sheets" developed from these constructs was distributed to students registered in Behavioral Sciences courses and faculty at Columbus Techni­ cal Institute. Each subject was asked to read each statement and indicate his singular individual opinion (predisposition) to each item within the range of seven responses from which he was able to choose under the two headings ofi 1) "as it is" at Columbus Technical Institute, Right Now

1 William J, Goode, Paul K, Hatt, Methods in Social Research. New York* McGraw-Hill Book Company, Inc., 1952, pp. 132-169.

2Fred Kerlinger, Foundations of Behavioral Research, New York* Holt, Rinehart and Winston, 196^1 pp. 176-19^. 51

(Real Learning Situation) and 2) Ideal Learning Community ("as I would

like it to be") at Columbus Technical Institute. Each quarter students

representative of all technologies are registered in Behavioral Sciences

Department courses which are required for every student. Distribution of

Data Sheets to these students resulted in all programs being represented.

Of course not every student had a chance to be represented--only those

who were in the classes—but every program had an equal chance of being

represented or selected. This was as close to a random sample as was

possible in the existing framework * since i t was not possible to test

students not enrolled in Behavioral Sciences courses. Instruments were

distributed to the total faculty and administration. Each member did

have an equal opportunity to respond if the member so desired. The in­

dependent rank-order scale (ordinal scale) was constructed within the

guidelines and techniques of Guilford (195*0 Siegel (1956)^ and

Kerlinger (196*0.5 A sample of the actual questionnaire is shown in

Appendix A.

Procedures

I. Analysis of Groups

Analysis of the data has been ranked according to magnitude of

statistics for the 1) Total Group and two subgroups* a) students* b) fa­

cility for each construct. The Total Group numbered 110 with student

3j, P, Guilford* Fundamental S tatistics in Psychology and Educa­ tion, 4th ed.* New Yorkj McGraw-Hill Book Co.* 1 9 6 5 * pp. 41-76.

^Sidney Siegel* Nonparametric S tatistics. New York* McGraw-Hill Book Co., 1956, pp. 6-34,

% erlinger, loc. cit, * p. 424, 52 subgroup numbering 80 and faculty subgroup numbering 28( In itially there would have been a third subgroup, administration, but two responses were an inadequate number for a statistical analysis* The two responses from administration were not included in the study.

II, Analysis of Categories

Analysis of the data has also been ranked according to magnitude of statistics by categories of 1) Columbus Technical Institute, Right Now

(Real Learning Situation/As I t Is) and 2) Ideal Learning Community (As I

Would L ike I t to B e),

Analysis has consisted of 1) computing medians, means and stan­ dard deviations for each construct* 2) producing ranking of the constructs on the basis of these statistics in turn* 3) computing median, means and standard deviations for entire group; and 4-) computing median, means and standard deviations for each subgroup. Furthermore, the t-test was used to determine if there is a significant difference in the responses of the groups to the two categories (Real-Ideal),

The data analyzed in this manner has provided descriptive informa­ tion in regard to Columbus Technical Institute students and faculty as they perceive their Real Learning Situation and their Ideal Learning Com­ munity. The data analyzed has also provided descriptive as well as graphic information portraying characteristics (in statement-construct form) of the Real (how i t is now at Columbus Technical Institute) and

Ideal (how I would like it to be) as ranked by students and faculty. The reader's understanding of the study will be facilitated through this graphic presentation of the data. The reader w ill be able to readily compare the total group and subgroup's notions of most characteristic 53 to most-uncharacteristic attitudes held concerning the two categories of Real Learning Situation and Ideal Learning Community.

Limitations

F irst, any attitude measuring device has certain weaknesses* It cannot be assured that respondents answer the way they really believe.

Moreover, attitudes do vary over a period of time. The manner in which subjects respond today may not be the same manner of response in another week or month. In addition, if respondents were able to act out their stated beliefs, they are not bound to do so. Many would not behave in ways indicated by their attitude responses. Nor can it be assumed that distances between points and scale are equal. But with all these lim its, attitude scales are indicators of how people think or believe about is­ sues and should be regarded as rough approximations of the way in which attitudes exist,^ And with a large enough sample, the variances hope­ fully balance out, so that for an overall picture, the prognosis is ade­ q u ate.

Second, the sample is from a small two-year post-high school in­ stitution which grants associate degrees, Columbus Technical Institute's purpose is to prepare technologists, i.e ., train people to assume job roles in the occupational world. Because this institution*s primary func­ tion involves education for a population segment other than adults it fits into Verner's classification system as a Type Two institution. Results from this study may not be safely generalized to institutions where adult education is the primary function, to larger or four-year Institutions or

^Gordon Allport, "Attitudes," Ch, 17 in Carl Murchison, ed,, A Handbook of Social Psychology, New York* Russell and Russell, 1935 (re- v ise d 19&7) * pp. 798-w 4. 5k

to the society at large. The data pertain only to this specified sample and results can be derived only for this saaple.

Third, a further lim itation u y be the fact that students were in

Behavioral Science olass settings at the tine of responding to the Learn* ing Community Data Sheets, Since these classes are conducted in a freer and more flexible atmosphere than some others the students experience, some items in the instrument may have been influenced by a higher or loser score than if the students had responded to them in another setting. The examination of this possibility was not the purpose of the present study| the responses of the students as given are adequate for rough approxima­ tions of how these students believe.

S till, the results do have implications for adult education. The results reveal what faculty and students perceive as ideal and the dis­ crepancy between this situation and the real. This assists adult educa­ tors to evaluate their programs in terms of this possible discrepancy.

I t also allows for an understanding of learner attitudes and motivations.

With all the above lim itations, the study is believed to be beneficial to adult education generally and to the Columbus Technical Institute specif­ i c a l l y . 55

This is an Open-Ended Questionnaire* I ant conducting a research study among students, instructors, administrators and board members at Columbus

Technical Institute concerning their attitudes of what an ideal learning community is. Sunny Robinson of Boston University has defined learning community asi

To me a learning community is a collection of people with diverse learning needs who have come together in a less-structured, more self-directed way, to try out new styles of learning within the context of temporary systems. I t is a place and way of working together to serve one's own learning needs as well as those of others around and with youi thus, activity in such a setting gives also a sense of community (belonging, needing, sharing and being responsible) and not just learning (acquisition of new knowledge and/or behavior).

Sunny Robinson added that today she would include in the above definition

"and being responsible and in part directed toward solving the major so­ cial problems of today,"

In thinking over the above definition and in consideration of your own values concerning what educational environments should be, please lis t below all of the specific characteristics you would include in your defi­ nition of a learning community. Please use the front and back of this page as necessary.

Thank you for the time and thought you are giving me in this project.

S in c e re ly ,

Wilma R, P a rr Chairman, Behavioral Sciences Department

Fig. 1—Example of Open-Ended Questionnaire 56 LEARNING COMMUNITY DATA SHEETS

INSTRUCTIONS! Please read each statement and indicate your opinion as it applies! FIRST, to Columbus Technical Institute as a whole, as you see it right nowj and SECOND, to your idea of an Ideal Learn­ ing Community, whatever that idea might be. Indicate your opinion about Columbus Tech by CIRCLING an appropriate number on the le ft side of the page, signifying whether the statement is characteristic or uncharacteristic of CH. Indicate your opinion about your idea of an Ideal Learning Community sim ilarly by circling an appropriate number on the right side of the page. If you don't feel that a particular statement applies, or if you have no opinion about the statement, or if the statement is just as likely to be characteris­ tic as it is to be uncharacteristic, please circle number Thank youl

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY! RIGHT NOW!

o o O B O +5 n o .h n o 3 o n jt-i •n o n +? k P n Sm" a t ~ 5 o~ d" u u $ nn t © 2 e> o r,~ u •H -P a) © rl +> u o S +S h o _ s t t & a s . 3 B I o 8 $ 9 4 .ja . ° o . © 3 2 ■H 5 o ©. _O 43 £ P „d cdo ______8 3 1 § 3 ° S 3 “ n .3l 43 n (D (D ^ C 43 » © © C O -H 43 ^ 0 3 U .H 4 1 4» © !=> £ 8 * 53$ -3 8 & bp O bp b p o h b i ) gs'ac © n w*s 1© gc £8rs2© w *a|g w © C wo ^ h d w STATEMENTS! w o S S o w 7 6 5 **3 2 1 1)A group of people satisfying their 7 6 5 ^ 3 2 I own special needs,

7 6 5 ^ 3 2 1 2) A group of people in a structured learn- 765^321 ing environment acquiring a special skill.

765*021 3) Considers the needs of the individual 7 6 5 ^ 3 2 1 as primary purpose,

7 6 5 ^321 *0 Encourages the learner to set his own 7654321 pace and makes it possible for him to do so,

7 6 5 4 3 2 1 5) Promotes the economic and social well- 7 6 5 4 3 2 1 being of the learner.

Fig, 2—Example of Learning Community Data Sheets CHAPTER IV

ANALYSIS OF DATA

This study was designed to provide descriptive information in regard to Columbus Technical Institute students and faculty as they per­ ceive their Real Learning Situation and their Ideal Learning Community,

In the form in which the instrument "Learning Community Data

Sheets" developed for this study (Figure 1) was administered to the re­ spondents, each subject could indicate his individual opinion to each item. This was within the range of seven responses from which the sub­ ject was able to choose, under the two headings ofi 1) Columbus Technical.

Institute, Right Now (Real Learning Situation) and 2) Ideal Learning

Community (as I would like i t to be at Columbus Technical Institute^

Statistical Treatment

The data analyses involved the use of several parametric statis­ tical proceduresi rank order, frequency distribution, means, medians and standard deviations. Initial treatment of each subject*s response to each item involved computing the above measures. Real (Type 1 Data) and

Ideal (Type 2 Data) responses were tallied by group (students, faculty and total group) and by construct, "What took place" (Type 3 Data re­ flects the difference between the Real and Ideal responses. Type 3 Data responses were tallied by group (students, faculty and total group) and by construct. The rank order of constructs for the three groups are found in Tables 1-3» Appendix B, Means and standard deviations were

57 58 computed for the total group, each subgroup and each construct. The b- test was used to determine if there is a significant response difference between the Type 1 and Type 2 Data for two groups, together and separately.

The t-test was also used to determine significance of difference between faculty and students' responses to the Real and to the Ideal categories,

Data Type 1 Analysis

This study was designed to reveal the statistical findings of the

Type 1 (Real--"As it is") Data, The medians, means and standard devia­ tions were computed for the total group, each subgroup and for each con­ struct and are located in Tables 4, 5, and 6, Appendix C,

D ata Type 2 A nalysis

This study was also designed to reveal the statistical findings of the Type 2 (Ideal—"As I would like it to be") Data, The medians, means and standard deviations were computed for the total group, each subgroup and for each construct and are located in Tables 7, 8, and 9,

Appendix C,

Data Type 3 Analysis

The study was also designed to reveal statistically the findings of the Type 3 (the difference between the Real and Ideal Responses—"What

Took Place") Data. The medians, means and standard deviations of the re­ sponses to the constructs for all groups for Type 3 Data have been com­ puted and are located in Tables 10, 11, and 12, Appendix C,

Means and Standard Deviations The mean is a summary statistic which shows average performance for a group. It is also referred to as a measure of "central tendency" 59 when used in conjunction with a distribution of scores since the mean occurs in the center position of the distribution of scores* The formula for the mean (7) is listed below*

X - Ex N where t Ex = the sum of the measurements or scores for the group

N = the number of measurements or scores.^

The standard deviation is a measure of variability in performance*

It is often called a measure of dispersion since it gives an idea of how widely the scores are "dispersed" about the mean. The smaller the stan­ dard deviation, the less the dispersion and, consequently, the more homo­ geneous or alike is the performance of the group's members* The formula for the standard deviation(s) is given as follows i

where*

x = the deviation of each score in the distribution

from the mean

Ex^= the sum of the squared deviation scores

N =* the number of measurements or scores*

Example of Application

Responses were tallied by group (student, faculty and total group) and by category (Real, Ideal), Means and standard deviations were com­ puted for each group and each category. Group means are listed in Tables

*N* M* Downie, R, W* Heath, Basic S tatistical Methods, 3rd ed,, New York* Harper & Row, Publishers, 1970, pp. 4-^-4?*

2Ibid., p. 57. 60

13 to 15 in Appendix D, and they are plotted in graphic form in Graphs I through XX in Appendix E. A graphic presentation has been prepared for each construct so that the reader may compare mean group response for any construct. An example of graphic presentation of the mean group response

Is presented in Figure 3» page 61, t - t e s t

The t-test was used to determine if there is a significant differ­ ence in the response of the groups to the two categories ("As i t is"--MAs

I would like it to be")« The t-test is defined as the ratio of the dif­ ference between the means divided by the standard error of the difference.

There are two forms of the t-test. One is employed to test differences in performances between two independent groups 1 the other is used to test differences in performance between two correlated groups. Since, in this study, the groups were correlated, the latter form was used. The formula for the t-test(s) is listed belowt t = xt - x 2 *0* where* X^ = the mean for Category 1

X2 = the mean for Category 2

Spjp = the standard error of difference,-^

Example of Application

In order to compare the difference between Type 1 and Type 2 Data, the t-test was used for total group of 110 persons (Table 15, page lh2),

?Ibid, , p, 182, GRAPH I MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 4 6 1

•», *» •*! t'»*i »*.. % , *J I d e a l

R eal

w m!.'v:v: w:• m I Id e a l

R eal

JO>i»i**•»»** * * t **♦ •**« V» * * *i 1 Id e a l

7 / / / - V

R eal ?Z77ZZZZ7ZZ

7 7 7 2 T o ta l (LS53 Student H I F a c u lty -Example of Graphic Presentation of Mean Group Response 62

The aaoe test was used to compare Student Type 1, Type 2 Date (Table l*t» page 11*1) and also Faculty Type 1, Type 2 Data (Table I3t page 140). For each scale of every construct, b-ratios mere calculated and used as a criterion for determining dissim ilar groups. These tables deplot for each scale of every construct those soales which were signifioantly dif­ ferent at the .01 level. This level of significance claims that 99 out o f each 100 differences between the group* s means on the given scale for a given construct was oorreot. There remains the possibility, statisti­ cally, that 1 out of each 100 differences between the group's means on the given scale for a given construct was wrong. Tables 16, 17 and 18 in

Appendix F reveal the significance level for eaoh item for total group and for the subgroups. These items are shown in rank order from greatest negative significance to greatest positive significance level. CHAPTER V

REPORT OF FINDINGS, INTERHIETATIONS, IMPLICATIONS AND CONCLUSIONS

F indings

This exploratory investigation sought to determine the range of differences among the attitudes of students and faculty as they perceive their Real Learning Situation and Ideal Learning Community, I t was hypothesized that the individual groups do indicate discrepancy between

Real "as it is now" and Ideal "how they would like it to be," The find­ ings are divided into three parts. Part 1 is a reporting of differences between Real and Ideal for each construct for each group (Total Group,

Student Subgroup and Faculty Subgroup) by statistical significance. Part

2 is the interpretations of the three groups (Total Group, Student Sub­ group and Faculty Subgroup) by categories of construct items including a reporting of differences in Student Subgroup and Faculty Subgroup expres­ sions, Part 3 is a reporting of the implications and conclusions of the stu d y .

P a rt 1

Total Group

The greatest statistical difference was for Item 14 which ranked next to last on Real and 53**d on Ideal, This indicates a desire to in­ clude more cultural and entertainment opportunities in the learning com­ munity and that there is a strong feeling that these are almost nonexistent now. The next highest construct as far as significance is concerned is

63 64

Item 19 which ranked 98 on Real and 48th on Ideal* This would reflect high Interest for the Seminars which are currently lacking.

The next was Item 42 which placed 45th on Real and 9th on the

Ideal category* This reveals that the sample feels that there is some creativity and Involvement but that much more is desired* The item of next greatest significance was Item 41 which ranked 60th on Real situa­ tion and 23rd on Ideal f communicating that the sample feels that not enough attention is given to students* feelings of importance. Item 37 ranked 39th on Real and 6th on Ideal, reflecting a desire for more faculty involvement.

Item 6 ranked 88th on Real and 49th on Ideal, strongly suggesting that sharing of authority over common concern is wanted. Item 58 ranked

76th on Real and 17th on Ideal, meaning the faculty does fear disagreement and that they feel they should not in an ideal setting. Item 4 is next, indicating a desire to have the learner set his own pace.

Item 39 reflects a belief that teachers do see the student first, but there is room for more interest. Item 65 reflects general disbelief in the Real setting for being tolerant to differences. Item 28 shows a realistic situation of non-open scheduling with a wish for more opportuni­ ty for choice.

Item 78 was statistically significant, more of a wish, although not a strong one, for elective working on common interests. Item 9 shows a disbelief in the Real setting providing meaningful experiences and places greater desire for meaningful experiences. Item 11 definitely shows a feeling that expression of views is not encouraged but open ex­ pression does have high priority. 65

Item 44 definitely plaoes great emphasis on critical thinking in

the Ideal setting. Item 100 shows the Real setting is not supportive of ideas that question the status quoi in the Ideal setting it would be

greatly responsible to questioning although the data shows this is not

one of the stronger wants.

Item 63 definitely rates not being willing to accept a variety of people but more variation would be tolerated in the Ideal setting. Item

29 definitely points out the non-choice of courses for the student where­ as the number and variety of electives would have greater emphasis in the

Ideal community. Item 56 Indicates that Instruotor-administratlon inter­ action is one of the least Real setting achievements emphasising more

Interaction in the Ideal.

Item 93 does rate combination of service and learning low in the

Real but does rate it slightly higher in the Ideal. Item3 1 definitely shows self-realisation as lacking in the Real setting but would be an in­ tricate part of the Ideal. Item 60 does rate students as challenging each other and should be a part of the Ideal. Item 35 does not permit as much well-rounding of students as the Ideal would.

Item 32 attempts to encourage students to continue learning but not as much as in the Ideal setting. Item 59 feels that there is less freedom to create in the Real setting than in the Ideal. Item 99 places athletios more an intricate part of life in the Ideal than in the Real.

Item 46 shows a b elief that academic freedom is not permitted as much in the Real as in the Ideal, This might refleot a wish for more freedom by the students and faculty. Item96 is rated low in both Real and Ideal with greater belief in students' awareness expanding in Ideal 66 than in Real. Item 86 shows greater belief in an atmosphere of sympathy, respect and trust in the Ideal than in the Real.

Item 66 reflects belief in more independence and identification of students with teacher in the Ideal than in the Real. Item 75 shows definitely more unity in working together in the Ideal than in the Real.

Item 95 finds more encouragement of individuality, imagination and crea­ tivity in the Ideal than in the Real. We also find in Item 61 instructors who challenge each other but find more of this in the Ideal than in the

R e al.

Item 6 k definitely shows less bureaucracy and control in the Ideal than is currently found in the Real. Item 57» realizing responsibility to teach and learn, In the Real setting still places higher priority in the Ideal. Item 62 reflects a low rating of administrators who challenge each other but do more so in the Ideal, This is not as high a rating in either Real or Ideal as it was for the instructors, Item 61 above.

Item 33 1 while ranked the same for both Real and Ideal, refers to more student participation in Ideal than in Real, Item 8 definitely placed encouragement of individual development greater in the Ideal. Item

77 shows more of a belief in small groups working together in the Ideal than in the Real* The ranking is higher for this belief than it was for the larger groups working together (Item 78)*

Item JO shows a high belief that ideally students and instructors should work together in pacing methods but this is not done in reality.

Item k $ rates remedial and continuing education higher in the Ideal than in the Real. Item 55 ranked the same for Real and Ideal, but according to the mean actually reflects more belief in the student-instructor inter­ action in the Ideal. 67

Item 12 shows a belief that the Real setting comes close to the

Ideal as far as facilities and resources being available when needed*

Certainly in material devices and equipment the Real situation demon­ strates ability to keep up to date* Item 40 reflects that faculty is anxious about course quality but that in the Ideal Instructors would show more concern* Item 34 reveals that the Real situation is close to the

Ideal in providing well-informed instructors but is still rated higher for Ideal than Real*

Item 21 is not rated high for either Real or Ideal but energetic group efforts to resolve interpersonal and cognitive issues would be of more concern in the Ideal* Item 5 reflects promotion of the economic and social well-being is not crucial in either community but would be given greater priority in the Ideal* Item 72 states that the Ideal community is a more innovative and exciting setting than the Real* Item 52 shows encouragement in leading a happier life is not as great in Real as In

Ideal*

Item 79 indicates reproduction and sharing of materials is not as important in the Real situation as in the Ideal* Item 49 shows the Real setting rates higher in acceptance to other people's peculiarities than in the Ideal* On Item 53 1 honesty and integrity is stressed higher for

Real than Ideal. Howeverf the mean score was greater for the Ideal com­ m unity.

Item 3 indicates the needs of the individual have a higher prior­ ity in the Ideal than Real* Item 38 reflects that professional self- responsibllity and competence is demanded more in the Real than the Ideal community. Item 23 indicates that simulations of problem situations that 68

give students direct experience with real life situations are given a higher priority in Real than in Ideal. Item 24 indicates the Ideal set­ ting is more involved with the larger community than the Real.

Item 54 shows more student-student Interaction in the Real than

Ideal. Item 10 reflects while there is good opportunity to learn by do­ ing in the Real setting, there would be more in the Ideal. Item 1? in­ dicates that while students are perceived as independent, this is not a high priority in either setting but it is higher in the Ideal. Item 85 shows that teacher personnel interests and feelings are rated higher in the Real than in the Ideal.

Item 16 reflects that registration of courses and instructors is about midway for both Real and Ideal. Item 13 shows a belief that lateral learning occurs in the Real learning situation more than in the Ideal.

Item 48, space for solitude, is rated higher in Real than in Ideal.

Item 88 is ranked higher in providing experimentation in teaching methods in Ideal than Real. Item 7 indicates that the Real is ranked higher in promoting higher under standing than the Ideal. Item 18 indi­ cates that emphasis on personal responsibility is ranked about the same on both Real and Ideal.

Item 80, identifying and sustaining the community, is rated about the same. Item 82 sees the teacher more of a facilitator in the Ideal than the Real setting. Item 43, relating to collaboration of material, shows the Real community to be slightly higher than the Ideal. Item 22 definitely indicates research and publication are not encouraged in the

Real community as much as in Ideal, 69

Item 26 indicates that unique educational experiencesin minority groups are not practiced as highly in the Real as in the Ideal. Item 9^ in the Real situation is rated higher in making help available than in the Ideal. Item 27 Indicates specific goals of community existence is of very little difference rank-order-wise between the Real and Ideal.

Item 92 Indicates the belief that the instructor is a model ranked higher in Ideal than Real. Item 2*t reflects that creating systems of identifying learning and community needs is ranked slightly higher in

Ideal than Real. Item 50 indicates that relationships drawn among aca­ demic fields and disciplines are higher in the Real than Ideal. Item 1 shows a group of people finding their own special needs is ranked very high in Real and midway in Ideal.

The following twelve items are not significant and all were ranked higher for Real than Ideali

Item 73~realiaation of working in a group

Item 15—emphasis toward working for technological developments

Item 81—informed people moving away

Item 6 7 —change is something that happens to participants

Item 91—people working primarily as individuals

Item ^--emphasizing respect for authority

Item 2—structured learning environment

Item 36—competitive grading system

Item 87 —instructor is an expert

Item 90—end purpose of learning is the degree

Item 8 9 —emphasizes discipline, law and order

Item 6 9 —students are socially oriented 70

The following are statistically significant In a negative direc­ tion. The ranking is higher for Real than Ideal for all of the following constructst

Item 70—sharing ideas and thoughts with each other

Item 51—teacher is a formal authority or agent of control

Item 68—students are resentful of authority

Item ?6—feeling of need to be cautious and careful

Item 25—students are compliant

Item 71—people do not have opportunity of freedom of expression

Item 8 3 —people feel lonely and lost

Item 8*1—emphasis on money and m aterial gain

Item 98—elements of m istrust among members

Item 97--administration is a giant filing cabinet with a one-way

power structure

Item 20—anxiety over grades

For all the significant items in a positive directiont the means are higher for Ideal regardless of ranking. For all the significant items in a negative direction, the Real means are higher than in the Ideal.

Student Group

The greatest statistical difference was for Item 19, relating to seminars, showing it is more characteristic of the Ideal setting than the

Realo Next most significant was Item l*f, cultural and entertainment op­ portunities, which were rated higher in Ideal than Real. Item kZ, s tu ­ dents are creative, ranked higher in Ideal than Real, followed by Item

37i faculty are creative, which ranked higher in Ideal than Real. 71

Item 4>lf makes student feel Important, was higher In Ideal than

Real, Item 39 reflects students rate teacher-interest in their students very high for Ideal hut only about midway for the Real setting. Item 6,

sharing authority, is rated higher in Ideal than Real, Item 75 shows

students feel that sense of unity is very important in Ideal but noted low in Real,

Item 32, encouraging students to continue learning, is rated higher for Ideal than Real, Item 5» promoting economic and social well­ being, is considered greater for the Ideal community than Real, Item 9» encouraging meaningful experiences, rated higher for Ideal than Real,

Item 58, faculty not being afraid to disagree, rated higher for

Ideal than Real, Item 11, encouraging honest and open expression of views, is ranked very high in Ideal and in the lower half for Real, Item

78, large groups working together, rated higher for Ideal than Real,

Item 4, encouraging the learner to set his own pace, rated higher in Ideal than Real, Item 3°# pacing methods, ranked much higher in Ideal than Real, Item 44, learning to think critically, ranked higher in Ideal than R eal,

Item 6 5 , tolerance for differences, ranked higher in Ideal than

Real, Item 95 1 creativity and individuality is encouraged, was ranked higher for Ideal than Real, Item 31» climate for self-realization, ranked higher for Ideal than Real,

Item 99» athletics as integral part of life, is ranked higher in

Ideal but is not given a high priority. Item 93# combination of service and participation, is ranked higher in Ideal than Real, Item 12, facili­ ties and resources, ranked high in both Ideal and Real situations. 72

Item 40, faculty anxious about quality of their courses, rated higher in Ideal than Real* Item 46, academic freedom, rated higher in

Ideal but students do not consider it a major priority. Item 86, partic­ ipants interacting, is rated higher in Ideal than Real*

Item 60, students challenging each other, and Item 96, expanding student awareness, are rated about the same* Item 100, responsive of new ideas, ranked higher in Ideal than Real*

Item 74, identifying wider community needs, rated higher in Ideal than Real* Item 59, freedom to explore and create, rated higher in Ideal than Real* Item 33i providing maximum student participation, is ranked higher for Real than Ideal* Item 66, students are independent, ranked higher in Ideal than Real*

Item 77, small groups, is ranked higher in Ideal than Real* Item

52, leading happier life, ranked higher for Ideal than Real. Item 8, en­ couraging individual development, ranked slightly higher in Ideal than

Real*

Item 29, suitable electives, provided much higher ranking for

Ideal* Item 61, challenging instructions, rated higher in Ideal than

Real. Item 64, minimization of bureaucracy, is greater in Ideal setting than Real. Item 5 6 , instructor-administrator interaction, is higher in

Ideal than Real*

Item 79 1 sharing and reproduction of ideas, is rated higher in

Ideal than Real, but neither one is rated very high* Item 10, learning by doing, is slightly higher in Ideal than Real. Item 55* student- instructor interaction, is slightly higher in the Real setting. 73

Item 4 5 1 remedial and continuing education, is higher in Ideal but is not given high priority. Item 57* sharing of responsibility is

rated slightly higher in Ideal than Real, Item 62, challenging adminis­

trators* is ranked higher for Ideal than Real, Item 34, providing up-to-

date instructors, is ranked higher in Ideal than Real.

Item 53* stressing honesty and integrity, is higher in the Real

than the Ideal, Item 23, simulated problems, are higher in the Ideal

than Real, Item 8 5 , teacher is a person, was rated higher in Real than

I d e a l,

Item 16, courses and instructors registered for, is higher in

Ideal than Real, Item 7, providing role understanding, is higher in Real

than Ideal, Item 82, teacher is a facilitator, is higher in the Ideal

than Real, Item 92, instructor as model, is higher in Ideal than Real,

Neither 82 nor 92 were given high priority.

Item 72, people interested in expanding, is higher in Ideal than

Real. Item 21, energetic effort to resolve issues, is higher in Ideal

than Real, Item 54-, student-student interaction, is higher in the Real

than Ideal, Item 17, students are independent, is higher in Ideal than

R e a l,

Item 18, emphasizing personal responsibilities, is higher in Real than Ideal. Item 13, lateral learning, is slightly higher in Real than

Ideal, Item 24-, involvement with larger community, is higher in Ideal,

Item 94-, help always available, is higher in Real than Ideal,

Item 3 8 , demanded competence, is higher in Real than Ideal, Item 49, ac­ cepting other people's peculiarities, is higher in Real than Ideal, 74

Item 80, people Interested in sustaining community, is slightly higher in Real than Ideal, Item 48, providing space and solitude, is higher in the Real than Ideal, Item 88, experimenting with teaching methods, is ranked higher in Ideal than Real,

Item 26, providing minority groups, ranked higher in Ideal than

Real setting. Item 43, collaboration, is ranked higher in Real than

Ideal, Item 27, specific goals of community, is slightly higher for

Real than Ideal,

Item 22, research and publication, was ranked slightly higher in the Real than Ideal, Item 3» needs of the individual, is ranked much higher in Ideal setting than in Real, Item i, people satisfying their own needs, is ranked higher in Real than in Ideal,

The following sixteen items are not significant and all were ranked higher for Real than Ideal:

Item 50—"relationships drawn among disciplines

Item 6 7 —change is something that happens to participants

Item 73—realization of working in a group

Item 15~“emphasis toward working for technological developments

Item 81—informed people moving away

Item 91—-people working primarily as individuals

Item 2—structured learning environment

Item 47—emphasizing respect for authority

Item 3 6 —competitive grading system

Item 90—end purpose of learning is the degree

Item 8 9 —emphasize discipline, law and order

Item 69““students are socially oriented 75

Item 51““teacher is a formal authority or agent of oontrol

Item 8 7 —instruator is an expert

Item 7 6 —feeling of need to be cautious and careful

Item 70—sharing ideas and thoughts with each other

The following constructs are significant in a negative direction*

The ranking is higher for Real than Ideal for all of the- following con­ s tr u c ts :

•* • Item 25--students are compliant

Item 68—students are resentful of authority

Item 71“-people do not have freedom of expression

Item 84— emphasis on money and m a te ria l g ains

Item 98—elem ents o f m is tru s t among members

Item 8 3 —people feel lonely and lost

Item 20—students are anxious about grades

Item 97--administration is a giant filing cabinet with a one-way

power structure

For all the significant items in a positive direction* the means are higher for Ideal regardless of ranking. For all the significant items in a negative direction, the Real means are higher than the Ideal,

Faculty Group

The greatest statistical difference was for Item 14, cultural and entertainment opportunities, showing I t is more characteristic of the Ideal setting than the Real, Next most significant item was 29, which referred to electives and was placed much higher in Ideal than in Real, Item 19, relating to seminars, was also rated more characteristic of the Ideal, 76

Item 651 tolerance of differences, is more a part of the Ideal than the Real setting# Item 100 shows the Real setting is not supportive of ideas that question the status quo; this would be characteristic of the Ideal setting# Item 93 does rate combination of service and learning lower in Real than Ideal#

On Item 5 8 , the faculty has rated non-fear of disagreement very low for Real but rated it in the top quartile of Ideal# Item 4, encour­ agement of learner setting his own pace, scored very low in the Real and did not place very high in the Ideal, Item 5 6 , instructor-adrainistrator interaction, rated very low in Real and instructors consider it in the top fourth of Ideal#

Item 99* athletics, is not considered important in Real or Ideal#

Item 42, creative students, is considered very high in Ideal but midway in Real setting# Item 64, referring to bureaucracy, is considered more characteristic in Ideal than in the Real setting. Item 6, sharing au­ thority over common concerns, is regarded as very little in the Real and about midway in Ideal#

Item 41, making each student feel important, is rated fairly good in Real but would be strengthened in Ideal# Item 66 reflects belief in more independence and identification of students with teacher in the

Ideal than Real, Item 44, critical thinking, definitely ranked higher for Ideal than Real as is true of Item 31, the climate for self-realiza­ t io n .

Item 62 reflects a low ranking of administrators who challenge each other but ranked much higher in the Ideal, Item 37, creative and involved faculty, are rated in the top 10 for Ideal but placed about a 77

third of the -way down in the Real setting. Item 9 6 , expanding student’s awareness* is ranked higher in Ideal than Real,

Item 61* instructors who challenge each other, is rated higher in the Ideal than Real, Item 57, sharing of responsibility, ranked in the top 10 in Ideal but ranked 3 6 th in the Real, Item 21, energetic group efforts to resolve Interpersonal and cognitive ideas is more characteris­ tic of the Ideal than the Real,

Item 59 feels that there is less freedom to create in the Real than the Ideal would provide. Item 60 rates students challenging each other higher in the Ideal than Real, Item 28, open scheduling, is cer­ tainly higher in the Ideal than Real, Item 48, spaces for solitude for reading and reflecting, is more characteristic of the Ideal,

Item 49, acceptance of other people’s peculiarities, is clearly more characteristic of the Ideal than the Real, Item 46, academic free­ dom, was ranked very low for the Real and 20th in the Ideal setting.

Item 3 8 , professional self-responsibility and competence, is demanded to a greater extent in Ideal than Real,

Item 39 reflects that teachers see students as first priority by being ranked high in both Real and Ideal, Item 88 ranked definitely higher in providing experimentation with teaching methods in the Ideal than in the Real* Item 78, large groups working together, was ranked low in both Real and Ideal, Item 72, interest in expanding, is ranked higher in Ideal than Real,

Item 33» providing maximum student participation, rates very high in Ideal Community and lower in Real, Item 6 3 , accepting a variety of people, is much higher in Ideal than Real, Item 77, small groups sharing and working together, is higher in Ideal than in Real, 78

Item 8, encouraging development of Independent thinker, is rated very high in the Ideal and much lower in the Real community* Item 11 *

encouraging expression of views* is ranked 10th in the Ideal and 62nd in

the Real* Item 3^i providing well-informed instructors, ranks high in

Real and Ideal*

Item 22, research and publication, is not rated high for either

Real or Ideal, Item 4-5, remedial and continuing education, is regarded as having higher importance in Ideal than Real* Item 9, encouraging meaningful experiences, is ranked much higher in the Ideal than Real set­ ting, Item 4-3, collaboration, is regarded slightly higher in Ideal than

R e a l.

Item 55i student-instructor interaction, is ranked the same in both Real and Ideal* Item 86 shows greater belief in atmosphere of sym­ pathy, respect and trust in Ideal than Real. Item 24-, involvement with the larger community, is rated only slightly higher in Ideal than Real.

Item 13, lateral learning, is ranked higher in Real than Ideal*

Item 95t encouraging individuality, ranked higher in Ideal than Real,

Item 17, students identifying with teacher, was ranked higher in Ideal th an Real*

Item 4-0, faculty anxiety about quality, ranked high in both Real and Ideal. Item 75 1 sense of unity in working .together, is higher for

Ideal than Real. Item 18, personal responsibility, is higher for Ideal th an R eal.

Item 79* reproduction and sharing, is higher for Ideal than Real,

Item 12, availability of facilities and resources, rank high in both Ideal 7 9 and Real* Item 32, encouraging student to continue learning after degree, is higher for Ideal than Real,

Item 26, providing minority members with experiences, is ranked higher in Ideal than Real but is not given high priority in either one.

Item 7, promoting understanding of role in society, is ranked higher in

Real than Ideal, Item 80, people interested in sustaining community, ranked slightly higher in Ideal than Real setting.

Item 10, maximum opportunity to learn by doing is rated higher in Ideal than Real, Item 23, simulated problem situations, ranked higher in the Real than Ideal, Item 53» stressing honesty and integ­ rity, ranked higher in Real than Ideal, Item 52, encourages leading a happier life, is only slightly higher for Real than Ideal,

Item 82, teacher is a facilitator, is ranked slightly higher in

Ideal than Real, Item 5, promoting economic and social well-being, is ranked higher in the Real than Ideal, Item 5^» student-student inter­ action, is definitely higher in the Real than Ideal,

Item 3* needs of the individual, is slightly higher in the Real than Ideal, Item 27, specific needs of community, is slightly higher in

Real, Item 7^» systems created to identify learning and community needs, ranked higher in the Real than Ideal, Item 30, pacing methods, are ranked about the same in Real and Ideal,

Item 16, course selection* is ranked much higher in Real than Ideal,

Item 50, relationships between academic fields, is ranked higher in the

Real than Ideal, Item 85, validating person-to-person relationships, is ranked much higher in the Real than Ideal, Item 9^» help always avail­ able, is ranked much higher in the Real than Ideal setting. 80

The following fifteen items are not significant and all were ranked higher for Real than Ideali

Item 92—instructor is a model

Item 1—group of people satisfying own needs

Item 15—emphasis toward working for technological developments

Item 73—realization of working in a group

Item 81—informed people moving away

Item *1-7—emphasizing respect for authority

Item 69—students are socially oriented

Item 2—structured learning environment

Item 68—students resentful of authority

Item 91—people working primarily as individuals

Item 36—competitive grading system

Item 8 7 —instructor is an expert

Item 8 9 —emphasizes discipline, law and order

Item 98— elem ents o f m is tru s t among members

Item 70—sharing ideas and thoughts with each other

The following are statistically significant in a negative direc­ tion, The ranking is higher for Real than Ideal for all of the following constructs 1

Item 51—teacher is formal authority or agent of control

Item 6 7 —change is something that happens to participants

Item 8 3 —people feel lonely and lost

Item 76—feeling of need to be cautious and careful

Item 90—end of learning is the degree

Item 71—people do not have opportunity of freedom of expression 81

Item 8**—emphasis on money and m aterial gain

Item 25—students are compliant

Item 20—anxiety over grades

Item 97—administration is one-may power structure

For a ll the significant items in a positive direction the means are higher for Ideal regardless of ranking. For a ll the significant

l items in a negative direction the Real means are higher than the Ideal,

P a rt 2

Categories of Construct jctema for liS. Groups

For purpose of interpretation, statistically significant items have been arrayed in categories relating to similar concerns emergent from the data, The categories and items for the three groups weret

Individual development, involvement and creativity— 3, 4, 13, 14,

18, 19, 20, 25, 26, 3 1 , 35, *2, 53, 60, 95, 99.

Student-teacher relationships and mutual interest—6, 17, 39, *1,

51, 55, 57, 66, 68, 82.

Faculty members—22. 34, 37, 4-0, 46, 56, 58, 61, 85, 92.

Administration—62. 97.

Organisation—27. 3 8 , 64, 70, 71, 72, 74, 75, 76, 80, 8 3 , 86, 94, 9 8 , 100.

Facilities and resources—12. 48, 79.

Teaching methods—9. 10, 23, 30, 33 , 50, 54, 88.

Continuation of learning—32. 45.

Involvement with outside world—7. 24, 93, 9 6. 82

Scheduling—1 6 1 28, 29*

Group efforts—21, 77» 78* 43*

Values instilled— 8 , 44, 5» 521 84,

Establishing molds— 6 3 , 6 5 , 59* U , 49.

Interpretation for Total Group

It appears that Ideal rankings reflect a great concern for indi­ vidual development, involvement, and creativity than exists in the Real setting. Supporters of this conclusion are the rankings of items 3i 4,

14, 19* 2 6 , 3 1 , 35* 42, 60, 95» and 99* T his would seem to expose a w ish to have these constructs included as part of the learning situation. In each of the above, the Ideal construct was ranked more important than oc­ curred in the Real, The Real setting was ranked higher in stressing hon­ esty and integrity, lateral learning, and personal responsibility. How­ ever, mean scores were higher for Ideal than Real in these three items

(53t 18, 13)t so this can be misleading. Item 20, relating to student anxiety over grades, shows the Real in 1st place ranking, but the Ideal ranking is very low. It is questionable that anxiety over grades can promote self-realization. It is more likely that great worry over bet­ ter grades w ill hinder development, and w ill lead instead to mere memori­ zation, regurgitation, and subordination to the "system," In fact, one item relating to compliant students ( 2 5 ) rec eiv e d a much h ig h er mean score in the Real than in the Ideal, as well as a higher ranking in Real,

All of this data support the contention that the Real setting does not provide or encourage individual self-realization and involvement, but that the respondents believe it should, 83

A second point of concern deals with student-teacher relation­ ships and mutual interest as expressed through items 6, 1 7 * 39* 57>

66, and 82, Responses to these items show a leaning toward more student responsibility in shaping their own destiny or at least more of a joint working relationship with their instructor. Item 55 pertaining to students instructor interaction was ranked the same position in Real as in Ideal, but the mean was higher for Ideal scores, and this, too, supports the belief that different types of teacher-student relationships are called for. Certain negative value items apply in this line, too, such as $1,

68 t for these categories, both means and ranks were higher for Real than for Ideal, The conclusion drawn is that the Real setting does not pro­ mote fruitful student-teacher relationships, but respondents believe that i t should.

Responses dealing with faculty members show a general belief that

Ideal settings provide more knowledgeable, involved, happy, competent, and energetic instructors who are anxious about the quality of their courses and challenge others to strive for excellence (items 3^» 37, ^0, 61, 92),

In addition, Ideal faculty are seen as engaging more in research (22) and obtaining academic freedom (*^6), Faculty are seen as not being afraid to disagree or err (58), while maintaining instructor-administrator inter­ action (56), more so in the Ideal than in the Real, Teachers having personal interests and feelings (85) ranked higher in Real than in Ideal, but the means was greater for Ideal, AH of this points out that fa­ culty are believed to be more professional, more honest, and more human; they have greater satisfactory relationships with students and adminis­ trators in the Ideal than in the Real setting. The conclusion drawn is m that the Real setting does not promote the professional and personal qualities in faculty to the extent the respondents believe it should.

Items pertaining to administration are limited in number and overlap with other categories. Fear instance, items $ 6 and 58 included above could just as well be part of this category, as could some of the items discussed in organization below. Item 62, reflecting happy ad­ ministrators who challenge others, clearly reflects a belief that these are less prominent in the Real than in the Ideal, One construct of negative significance is #97 in which the administration as a giant fil­ ing cabinet with a one-way power structure ranks 38th in Real but would rate last in Ideal, These items lead to the conclusion that the Real setting does not provide an administration that encourages communication or challenge for excellence but the Ideal setting would provide for this.

For organization, the Real setting is seen as more bureaucratic.

People are not as interested in expanding it nor are systems created to meet learning needs. There is less sense of unity and working together, and less of an atmosphere of sympathy, respect, and trust that would en­ courage interaction. The Real organization is not responsive or suppor­ tive of new ideas. These beliefs are shown in the ranking of items (k,

72, 7^» 75* 86, and 100, other items are ranked higher on Real than

Ideal, but the means point them significantly in the other direction.

For instance, specific goals of community existence (27), demanded pro­ fessional self-responsibility and competence (38), people identifying and sustaining the community (60), and help being available for those who ask (9*0 * all rank higher for Real but are meaningful in Ideal set­ tings. Some negative items are also applicable. All have ideas that 85

they have not had a chance to share (7 0 , 7 1 ) and the need to be cautious and careful ( 7 6 ) show the Real setting to be higher in this intimidating

sense. So too does Item 98 about elements of m istrust among members and

83 about people feeling lonely and lost, reflecting poorly on the Real setting. It is not to be concluded that all of the above reflects on the administration. This section deals with total organisation, not with just the top figures. Conclusions to be drawn though are that 1) the or­ ganization is seen as a bureaucracy which is not interested in expanding the system, 2) the organization setting does not encourage new ideas or interaction, 3) the organisation is seen to promote caution and care in its members.

Facilities and resources availability are not as prevalent in

Real as in Ideal (12, 79), Space and solitude rank high for Real, but the mean score is higher for Ideal (*^8). The conclusion here is that the

Real setting does provide facilities, resources, and space, but not to the extent of the Ideal setting.

Teaching methods and techniques are rated higher in Ideal, It is felt that student-instructors set pace and method together ( 3 0 )» and experimentation is normal (88), The Ideal encourages significant, mean­ ingful experiences and maximizes opportunity to learn by doing (9, 10),

Ranking is higher for simulated situations (23), maximum student partic­ ip a tio n (33)» r e la tio n s h ip s among d is c ip lin e s ( 5 0 ) and student-student interaction (5*0 in Real than in Ideal, but mean scores show the greater belief in the Ideal settings. From all this, the conclusion is that the

Real setting does not provide as wide a variety of teaching methods or 86

student interaction in determining these methods and pace of study as does the Ideal#

Continuation of learning is shown in 32 and 45* The Ideal set­

ting is more likely to encourage students to continue learning after

courses are completed and engages in a vigorous program of continuing

education. It can be concluded that the Real setting does not promote life-long education for its current students or for the community around

i t . Perhaps closely related to the above is the involvement and real­

ization of the outside world. The Real does not expand student awareness

to this world, nor do students participate in it as they would in an

Ideal setting (24, 93» 96), The Real setting was ranked higher on pro­

moting understanding of role and relationship to others, but the mean

for the Ideal was higher (7)t The conclusion is that students in the

Real setting are not enabled to relate to the larger world about them,

as they would be in the Ideal,

In times of scheduling, the Ideal setting is more likely to pro­

vide courses and instruction registered for by the students. Full open

scheduling is a greater part of Ideal than it is of the Real with a suit­

able number and variety of electives for selection. Items 16, 28, and 29

support this contention. The conclusion is that the Real setting does

not provide open scheduling or electives, nor does i t ensure the students

w ill receive the courses and instructors for which they register.

Encouragement of group efforts to resolve issues is less in Real

than in Ideal (21), Groups, whether small or large, are less likely to 87 meet regularly, sharing and working on common interests in the Real set­ ting (77, 78), To be sure, the item relating to groups of people satis­ fying their own needs (1) was ranked higher for Real than Ideal, but the mean was higher for Ideal. The same can be said for Item 43 about ex­ tensive collaboration. The conclusion is that the Real setting does not promote group efforts to solve issues; it does not stress cooperative social processes.

The values instilled within the educational process are of con­ cern. For instance, the Real setting is not perceived as encouraging independent, deep thought or critical thinking (8, 44) to the same degree as the Ideal setting. In promoting economic and social well-being of the learner (5), the Real is not as high as the Ideal. In encouraging a happier, fuller life, the Real is not as high as the Ideal (52). But there is one category where the Real setting ranks higher and scores greater on the average* this is emphasizing money and material gain (84),

The conclusion is that the Real setting does not in still values for in­ dependent thought, critical thinking, well-being, happy life, but does in still those of money and material gain.

Views of the learning setting are also expressed in other items of significance. The Ideal setting is seen as less likely to mold into students, teachers or administrators and is more willing to accept a va­ riety of people ( 6 3 ). The Ideal setting has more tolerance of differences

(65), The Ideal setting provides more freedom to explore and create (59) and encourages open and honest expression of views (11). This last is in contrast to Items 71 and 76 already discussed in a previous section.

One item that ranked higher for Real than Ideal, but which averaged 88

higher for Ideal* was emphasizing acceptance of other people's peculiar­

ities (49). The conclusion to this is that the Real setting is more

likely to attempt to create molds and place people in them* providing

neither freedom to create nor open expression of views.

Interpretation for Student Subgroup

It appears that Ideal rankings reflect a great concern for in­

dividual development * involvement and creativity than exists in the Real

setting* All rankings of the items to support this are identical -with

the total group. According to students* beliefs the same statement of

conclusion can be drawn* Real setting does not provide or encourage in­ dividual self-realization and involvement* but that the respondents be­ lieve it should*

The ranking of items concerning student-teacher relationships is the same as for total group. The same conclusion can be drawn* Real

setting does not promote fruitful student-teacher relationships* but re­

spondents believe that it should.

Responses dealing with faculty members are identical with total group with an exception. Students see research and publication ranked higher for Real than Ideal, This difference wa3 slight so the same con­ clusion can be drawn* Real setting does not promote the professional and personal qualities in faculty to the extent respondents believe it should.

Items pertaining to administration are similar in ranking so the same conclusion can be drawn* Real setting does not provide an adminis­ tration that encourages communication or challenge for excellence but the

Ideal setting would provide for this. 8 9

The items relating to organization follow the same pattern of ranking for students as for total group* Again, the conclusions that follow are t 1) the organization is seen as a bureaucracy -which is not interested in expanding the system? 2) the organization setting does not encourage new ideas or interaction t 3) the organization is seen to pro­ mote caution and care in its members.

Facilities and resources availability rank the same for students as for total group, so the same conclusion is drawn* the Real setting does provide facilities, resources* and space, but not to the extent of the Ideal setting.

Teaching methods and techniques are rated higher in Ideal, Stu­ dents follow the same ranking as total group, with one exception—Item

23, Simulated situations rank higher for Ideal than for Real, But this difference was slight and does not alter the conclusion that the Real setting does not provide as wide a variety of teaching methods or student interaction in determining these methods and pace of study as does Ideal,

Continuation of learning is shown the same for students as for total group. The Real setting does not promote life-long education for its current students or for the community around i t .

Involvement and realization of the outside world also follows the pattern for students as for total group. The conclusion is that students in the Real setting are not enabled to relate to the larger world about them, as they would be in the Ideal,

In scheduling items, the students rank the same as the total group. The Real setting does not provide open scheduling or electives, nor does it ensure the students w ill receive the courses and instructors for which they register. 90

Encouragement of group efforts was ranked the same by students.

The Real setting does not promote group efforts to solve issuesi it does not stress cooperative social processes.

Values instilled are ranked in the same manner by students as by the total group. The conclusion is that the Real setting does not in­ still values for independent thought, critical thinking, -well-being, hap-' py life, but does in still those of money and material gain.

Finally, the remaining items were also ranked in the same manner by students as by total group. The conclusion is that the Real setting is more likely to attempt to create molds and place people in them, pro­ viding neither freedom to create nor open expression of views.

The above conclusions are all identical with those reported for the total group. These are expressions of the student sample in the study, and do not differ measurably from the overall total expressions.

Interpretation of the faculty results follow.

Interpretation for Faculty Subgroup

For the faculty it appears that Ideal rankings reflect a greater concern for individual development, involvement and creativity than exists in the Real setting. All items support this, with the exception of two that are ranked differently by faculty than for the total. The faculty ranks item 3» considering the needs of the individual as primary purpose, higher for Real than for Ideal. They rank item 18, emphasizing personal responsibility, higher in Ideal than Real, These two items were the only reported differences and do not alter the basic conclusion that the Real setting does not provide or encourage individual self-realization and in­ volvement, but that the respondents believe i t should. 91

In the area of student-teacher relationships and mutual interest, faculty ranked all items similarly to total group. The conclusion drawn is that the Real setting does not -promote fruitful student-teacher rela­ tionships# but respondents believe that it should.

Responses dealing with faculty members reveal the same conclusion for nil, items as drawn by the total group. The Real setting does not promote the professional and •personal qualities in faculty to the extent the respondents believe it should.

Administration categories are ranked the same by faculty as by total group, and the same conclusion is drawn. The Real setting does not provide an administration that encourages communication or challenge for excellence, but the Ideal setting would provide for this.

In items pertaining to organization, faculty disagreed on ranks of three. Item ?4, systems created to identify and meet learning and community needs, is ranked higher in Real than in Ideal, Items 3®» de­ manded self-responsibility and competence, and 80, people interested in identifying and sustaining the community, are both ranked higher for Ideal than for Real, These three items differ from the total group ranking but leave unaltered the basic conclusions* 1) the organization is seen as a bureaucracy which is not interested in expanding the system; 2) the or­ ganization setting does not encourage new ideas or interaction! 3) the organization is seen to promote caution and care in its members.

Facilities and resources availability items are all ranked higher1 for Ideal by faculty. In the total group, space and solitude (item 48) had ranked higher for Real, but this was not so in the faculty group. This then emphasizes the conclusion that the Real setting does provide facili- ties, resources, and space, but not to the extent of the Ideal setting. 92

Teaching methods and techniques reveal two items of difference among faculty as compared with total group* Item JO, pace and method are student-instructor determined, was ranked slightly higher in Real than in Ideal by the faculty. This was only one position place higher, however* Item 33, maximum student participation, was ranked higher for

Ideal than for Real by the faculty. The conclusion is still the same.

The Real setting does not provide as wide a variety of teaching methods or student interaction in determining these methods and pace of study as does the Ideal. (But the second part of the above conclusion is slightly weakened by faculty results,)

For continuation of learning, the rankings are the same for fac­ ulty as for total. The Real setting does not promote life-long educa­ tion for its current students or for the community around it .

Items pertaining to involvement with outside world were ranked in the same manner by faculty as by total group. The conclusion is that students in the Real setting are not enabled to relate to the larger world about them, as they would be in the Ideal.

In matters of scheduling, there is a difference in one item.

Courses and instructors that students register for are the ones they get, item 16, was ranked higher in Real than in Ideal by the faculty. The other items were ranked similarly as for total group. The conclusion is that the Real setting does not provide open scheduling or electives. But the last part of the earlier conclusion is not supported in terms of the faculty data.

For group efforts, the facility disagreed with total group on one item. Item bj, extensive collaboration, was ranked higher in Ideal than 93

in Real. If anything, though, this reinforces the conclusion that Real

setting does not promote group efforts to solve issues; it does not

stress cooperative social processes.

In values instilled, the faculty disagreed on two items. Both

item 5f promoting economic and social well-being of the learner, and item

52, encouraging a happier, more successful, fuller life , were ranked

higher in Real than in Ideal. These results would modify the earlier

conclusion that the Real setting does not in still values for independent

thought or critical thinking, but does in still those of well-being,

happy life, money and material gain. This is in terms of faculty views

only, however.

The remaining items were similar to total group, except for item

^9, emphasizing acceptance of other people's peculiarities. This was

ranked higher for Ideal than for Real by faculty. The conclusion then

remains the same* the Real setting is more likely to attempt to create

molds and place people within, providing neither freedom to create nor

open expression of views.

Some of the above conclusions are slightly different than those

reported for total group or students. These are expressions of faculty

sample in the study. An examination of differences between faculty and

students follows.

Differences in Student and Faculty Expressions

In the concern for individual development, involvement, and cre­ ativity, faculty and students disagree on two items. Item 3» considering the needs of the individual as primary purpose, was ranked higher for Ideal by students. This Indicates the faculty believes the Real setting does take these needs Into consideration to a far greater extent than do the students. The other item, number 18 which emphasized personal respon­ sibility, received a higher Ideal ranking by faculty and a higher Real rating by students. This may reflect that students either do not regard this item as meaningful to the learning community to the extent the fac­ ulty regards it, or that they consider the Real situation to have al­ ready accomplished this to a high degree, a view the faculty does not share. Nevertheless, these differences did not alter the main conclu­ sion that seems appropriate for both groups in this study.

In the concern for student teacher relationships, no differences were found between student and faculty groups. Therefore, the conclu­ sion applies to both groups.

With the area of faculty members, only one item produced differ­ ence between the faculty and students. Research and publication was ranked higher for Real by the students than for Ideal, while faculty members reported i t the other way. But this one item did not change the basic conclusion. It does indicate that students believe research and publishing is taking place in the Real setting to a greater extent than is actually being done.

Administration categories are ranked the same for students and for faculty, so there is no change in the conclusion.

Organization items differ between faculty and students on three issues. Faculty ranked item 7^» systems created to identify and meet learning and community needs higher in Real than Ideal. Faculty also ranked items 38, demanded self-responsibility and competence, and 80, 95 people Interested in Identifying and sustaining the community, as higher

for Ideal than Real, Students ranked these three items in the opposite

direction. Faculty appear to believe the Real setting is identifying and

meeting community needs to a greater extent than do the students. But

the students seem to believe there are people Interested in identifying

these needs in the Real setting. These differences were not believed

sufficient enough to alter the conclusions drawn earlier.

In facilities and resources, one item was differently ranked by

faculty and students. Space and solitude was ranked higher for Real

than Ideal by students but was ranked the opposite by faculty. This

seems to indicate the students are much more appreciative of space, fa­

cilities given them than are the faculty. It could also reflect that

students have acquired study areas, library space, and a few areas of

privacy, whereas faculty seldom have a quiet space in the Real setting.

Looking at the scene from these two viewpoints, the basic conclusion is

upheld.

For teaching methods, faculty and students disagree on three

items. Students rank simulated situations, item 23, higher for Ideal

than Real, while faculty ranked this higher for Real than Ideal. This

seems to indicate the students are more critical of their learning type

situations than are faculty. Faculty rated item 30, pace and method are

student-instructor determined, higher in Real than in Ideal, but students

ranked it higher for Ideal, This is again some criticism of the teach­ ing techniques. Faculty did rank item 33* maximum student participation, higher in Ideal than in Real, while students did the reverse. This does reflect a favorable impression of student participation on the part of the students, but does not offset the other oritloisms reflected in the data. Overall, the conclusion stands as originally presented on the

strength of these other criticism s.

For continuation of learning, the results are the same for stu­ dents and faculty, so the conclusion remains intact.

For involvement with outside world, the results are similar for student and faculty. The basic conclusion stands.

In matters of scheduling, one item shows difference. Courses and instructors that students register for are the ones they get, item 16, received higher Real than Ideal ranking by faculty. Students rated it the opposite. This indicates that the faculty does believe there is real open scheduling to a great extent, but students do not agree with this.

It is possible, of course, that the faculty perceive the current sched­ uling as more open than the type they received in their own institutions of education. But the students, many of w h o m have not been in other in­ stitutions, lack this base of experience, and so are extremely critical of the open scheduling part, 'Whatever the reason, the students rank it as less characteristic of Real than of Ideal, The conclusion that applies to total group and to students does not seem to apply to faculty.

For group efforts, faculty and students disagreed on item ^3, ex­ tensive collaboration. Faculty ranked this higher in Ideal than in Real.

The students ranked it otherwise. Students seem to believe there is more collaboration than do faculty. But this did not change the conclusion.

Values instilled show some differences between faculty and stu­ dents, Faculty ranked economic and social well-being, item 5* and en­ couraging happier, more successful, fuller life, item 52, higher in Real than in Ideal, Students ranked these two items otherwise. Students 97 perceive the values in a different light than do the faculty members on these matters. Both agree, the Real setting does not in still values for independent thought or critical thinking, but does in still those of money and material gain. The conclusion that applies to the students and to the total sample does not pertain to the facility. Once more, these re­ flect different perceptions.

For remaining items, only one showed a difference between faculty and students. Encouraging acceptance of other people's peculiarities

(item 49) was given a higher Real ranking by students but a higher Ideal ranking by faculty. Students may see the Real setting as more tolerant and accepting of their differences, whereas faculty may see it as not openly tolerant and accepting of their deviations. Or it could be the students themselves are accepting and project this attitude onto the en­ tire Real setting, while the faculty are not as openly accepting. Hie conclusion, though, remains the same.

Overall, the findings for both faculty and student groups were similar. There were some areas of difference, however, as shown on the following page. The chart shows the items of difference and in which manner they differed. 98

Keyt

F ■ F a c u lty S =“ Students R * R eal I « Id e a l

Item FS

3 - Needs of Individual R I

18 - Personal Responsibility I R

22 - Research and Publication IR

38 - Demanded Self-Responsibility I R

74 - Systems to Identify Needs R I

80 - People Identifying Community IR

48 - Spaoe and Solitude I R

23 - Simulated Situations RI

30 - Pace and Method Determined RI

33 - Maximum Student Participation I R

16 - Courses and Instructors R I

43 - Extensive Collaboration I R

5 - Economic and Social Vfell-belng R I

52 - Fuller Life R I

49 - Accepting Peculiarities I R

Fig. 4—Items of Difference Between Faculty and Students 99

P a rt 3

Implications and Conclusions

Items were arranged in blocks pertaining to broader categories for interpretation purposes# Conclusions were drawn from these arrange­ ments# Non-significant items were not used in the interpretation# The conclusions werei

Real setting does not provide or encourage individual self- realization and involvement.

Real setting does not promote fruitful student-teacher rela­ tio n sh ip s#

Real setting does not promote professional and personal qualities in faculty.

Real setting does not provide an administration that en­ courages communication and challenge for excellence#

Real setting organization is seen as a bureaucracy which is not interested in expanding the system, does not encourage new ideas or interaction, but does promote oaution and care in i t s members#

Real setting does not provide resources, facilities, or space to the extent possible.

Real setting does not provide a wide variety of teaching methods or student interaction in determining these methods and pace of study.

Real setting does not promote life-long education for its current students or for the community around it.

Real setting does not provide open scheduling or electives, nor does it ensure the students w ill receive courses and instructors for which they registered.

10 Real setting does not promote group efforts to resolve is­ sues; it does not stress cooperative social processes#

11 Real setting does not in still values for independent thought, critical thinking, well-being, happy life, but does in still those of money and material gain#

12 Real setting is more likely to attempt to create molds and place people in them, providing neither freedom to create nor open expression of views# 100

The above conclusions are based on comparing a real situation with an ideal* It should be pointed out the ideal does not exist* But the findings of the study show how respondents would like the learning situation to be and how they now perceive i t to be* While the above conclusions are worded negatively, i.e ., "The real setting does not, , positive emphasis is im plicit, "The real setting should" may be sub­ stituted where it does not meet the ideal standards* Respondents be­ lieve the direction should be reversed and emphasis given the new d ire c tio n *

The above results are not intended to be negatively critical of any individuals associated with the real setting* They reflect the views of the sample* No one is to receive blame for the situation as perceived by 110 respondents* In truth, the real setting is composed of adminis­ trators, teaohers, support staff, and students working together in a particular situation at a certain point in time. Results of this com­ bination, as viewed by the sample, cannot be blamed on any one category or person or policy* All are responsible for the development of the real setting as it is now*

The important question to consider now is w h a t is to be done?

Should changes come about, based on these findings? Changes necessitate cooperation of all personnel at the setting* Certainly, consideration should be given the feasibility of using these results as a basis of change. io i

As stated in an earlier chapter, the data do pose some lim ita­

tions. Generalizations from a specific setting, in this instance

Columbus Technical Institute, to the larger' world must be undertaken with

caution. Findings at another place or another time may be dissim ilar.

Nevertheless, from the interpretation and implications, some finding of

far-reaching impact may be proposed.

Real academic settings do not provide self-realization and in­ volvement, This is quite likely to be true in all structured educa­

tional settings. Perhaps additional self-study is an answer to this problem .

Fruitful student-teacher relationships are not promoted in aca­ demic settings. Certainly, campus disturbances around the country bear

this out in part. Perhaps meaningful dialogue between students and

teachers both in and out of class is necessary. This might lead to re­ duction of teaching loads but addition of "rap sessions" as part of the

instructors* assignments. In addition, inclusion of students on school

faculty committees could alleviate some of the problem. This is as true in other colleges as it is at Columbus Technical Institute,

Faculty professional and personal qualities are not promoted.

This is open to great interpretation as to what is meant by professional

and personal qualities. Perhaps it means continuing learning by the fa­

culty and continuing efforts to reach students as well as to grow in knowledge of their field and teaching abilities. Again, these consider­ ations can apply to larger academic centers.

Administration does not encourage communication or challenge for excellence. This may well reflect a breakdown in communication among 102

administrators, faculty, and students. Availability to all segments and

mutual dialogue between them may help relieve the anxiety. No segment is

to blame for this condition, but it exists, and it is a problem in larger

academic settings as well.

Seeing the organization as a nameless bureaucracy is another problem faced by all academic centers. The organization is forced by labor division and specialization to become a hierarchy with set rules

and procedures. At times the rules become the goal instead of the peo­ ple, This does stifle imagination and creativity and leads to cautious

concern by staff, faculty, and students. Occasionally, it leads to re­ bellion or reform. These are concerns of all centers and should prompt

opening channels of communication.

Resources, facilities, and space are generally viewed as lacking,

especially in larger academic centers. Students and faculty complain of

overcrowded classes and laboratories, lack of study facilities and park­ ing space, and inadequacy of resources. Perhaps more efforts should be made to alleviate these problems rather than establish larger echelons and super-structures,

A limited variety of teaching methods and lack of student partic­ ipation in determining these methods are complaints of students in many settings. The limited methods are in part a result of large teaching loads, overcrowded classes, and ignorance of variety of methods on the part of teachers. Students are demanding more voice in what they study, how they study it, and at what pace they move. They also desire to per­ form part of the evaluation process. These are common concerns around the country. They indicate a growing need to in still more methods and include student participation. 103

Weak or non-existent promotion of life-long education is another problem of many settings* Certainly, adult education or continuing edu­ cation should no longer be a marginal activity as Burton Clark described it, but it still remains a fringe areai and for currently enrolled day students, it is non-existent. They are not encouraged to continue their education. This should be included as part of their in itial education in a campus setting*

Real open scheduling is not allowed. If it were, students could take any course they desired at any hour they wanted and be assured of receiving it. There would be no closed classes. Nor should there be large classes. If one section at a given time is overfilled, then a sec­ ond session at that hour should be opened. These are difficult situa­ tions that arouse student dissatisfaction at Columbus Technical Institute,

Ohio State University, and many other centers of higher learning.

Cooperation is often not stressed. In fact, competition is often the key in higher learning, especially when grades are granted by curv­ ing, But more learning can take place in groups through cooperative ventures than can occur by independent competitive struggle. These are problems of many colleges and universities, and may reflect back to the issue of lim ited teaching methods and student involvement.

Values instilled are in many cases economic. The idea behind go­ ing to college or technioal institutions is to prepare for a job. Very seldom are students encouraged to learn for the sake of learning. Cer­ tainly, economics is a fact of life, but it is not enough. The other values should also be instilled. Students have expressed dissatisfaction at strictly economic objectives at schools across the nation and will continue to do so. They want the other values also. iolf

Attempts to place people in molds occur in many settings. These in turn stifle open expression and freedom. Many schools build molds and fit people into them rather than develop the individuals. Sometimes this too prompts rebellion by students -who refuse to relinquish their individ­ uality, They refuse to enter the mold. This is a concern of schools of a l l ty p e s.

This study has produced findings that indicate that there are dif­ ferences in attitudes expressed by different individuals about how they perceive the same learning situation, The findings also indicate that there are differences in attitudes expressed by these same individuals about how they would like their learning situations to be if they could move toward t h e i r I d e a l, The fin d in g s suggest much g re a te r d iscrep an cy as the differences between the Real Learning Situation and Ideal Learning

Community are compared. The results demonstrate that the Ideal Learning

Community is at the same time different things to different groups of people; that the community is a changing system with many different def­ initions coming into being as the community forms* shifts and reforms around new and shifting needs and issues. All seem legitim ate.

One of the insights of the sciences* the liberal philosophies and the humanities of past and present trends has been that freedom cannot exist without responsibility. Individual students and educators have to discover what it means to be free, but they can only do this if the set­ ting allows for it. They have to exercise initiative* to make judgments and choices* to be responsible for their own actions, and to succeed or fail on their own. The school cannot be completely protective. It has to allow for individual growth. The school should provide opportunities and resources for learning but in a less structured way than is now being 105 done* The question is do students and educators wish to commit them­ selves in sufficient ways and amounts to achieve the sense of community of their Ideal?

This study has produced some findings that pertain to adult edu­ cation* As a result of this effortf knowledge has increased as to needs and interests of learners. Motivations have been revealed in part by the responses. A major point raised by John Goodlad addresses the public to the question of what kinds of human beings do we want to produce. I t is r e a l l y now up to school s tr u c tu re s to make th e changes or n o t to make them. The choice is theirs* or as very recently stated by Ohliger*

The choice is ours. We educators can play a part in the revolutionary leadership that will help to nuture the power of the individual to really choose what, when, why, how, and if he w ill learn or not; or we can become the lackeys of the "thera­ peutic Big Brother." If we choose the humanistic path, we must have faith—"faith in the educability of man" , • • and we must recognize that such faith, as it is fulfilled will lead inevita­ bly to other types of revolutionary change in political, economic, and other controlling power configurations,*

All of the above leads to a concern for developing individual po­ tential. Better relations among student, faculty, and administrators are needed. Communication is required. But this does not occur by viewing persons as roles, or molds, or non-human entities. Individual respect and concern are the requirements for improving the Real Learning Situa­ tion and bringing it closer to the Ideal Learning Community.

^Daniel U, Levine and Robert J. Havighurst, Farewell to Schools??? Worthington, Ohio* Charles A. Jones Publishing Company, pp. 69-70, APPENDIX A

SAMPLE LEARNING COMMUNITY DATA SHEETS

AND INSTRUCTIONS

1 0 6 10?

LEARNING COMMUNITY DATA SHEETS

INSTRUCTIONSt Please read each statement and Indicate your opinion as it applies* FIRST, to Columbus Technical Institute as a whole, as you see it right now* and SECOND, to your idea of an Ideal Learn­ ing Community, whatever that idea might be. Indicate your opinion about Columbus Tech by CIRCLING an appropriate number on the le ft side of the page, signifying whether the statement is characteristic or uncharacteristic of CTI, Indicate your opinion about your idea of an Ideal Learning Community sim ilarly by circling an appropriate number on the right side of the page. If you don't feel that a particular statement applies, or if you have no opinion about the statement, or if the statement is just as likely to be characteris­ tic as it is to be uncharacteristic, please circle number 4>, Thank youl

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY! RIGHT NOW!

o o ij o £ •H *H +3 ” .H !h -P O » fc -P o « tI *h © n •P fH -P -P *H O U in a o u » •« .H O p W .C © •HO *< G j3 3 « +J © ©

7 6 5 M 2 I 2) A group of people in a structured learn-7 6 5 ^321 ing environment acquiring a special skill.

7 6 5 ^321 3) Considers the needs of the individual ? 6 5 ^ 3 2 1 as primary purpose,

7 6 5 ^321 b) Encourages the learner to set his own 7 6 5 0 2 1 pace and makes it possible for him to do so,

7 6 5 0 2 1 5) Promotes the economic and social well- 7 6 5 O 2 1 being of the learner. 108

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY< RIGHT NOWi

7 6 5 ^321 6) Does not impose by authority but 7^5^321 shares out of common concerns.

7 6 5 ^321 7) Promotes understanding of his role ? 6 5 ^ 3 2 1 and his relationship toward others in s o c ie ty ,

7 6 5 ^321 8) Encourages development as a more in- 765^321 dependent 1 deeper thinking individual.

7 6 5 ^321 9) Encourages significant, meaningful 7 6 5 ^321 experiences.

7 6 5 ^321 10) Maximum opportunity to learn by do- 7 6 5 ^ 3 2 1 ing as well as by listening.

765^321 11) Encourages the expression of views 7 6 5 4 3 2 1 openly and honestly.

7 6 5 ^321 12) Facilities and resources (library, 7 6 $ Ur 3 2 1 laboratories, computers, audio/visual equipment, mechanical devices, etc.) are available when needed,

.765^321 13) A place where lateral learning takes 7^5^321 place—learning takes place regardless of the age of the student or the teacher,

7 6 5 ^321 14) Cultural and entertainment opportuni- 7 6 5 4 3 2 1 ties are made readily available,

7 6 5 ^321 15) Emphasis toward working for techno- 7 6 5 4 3 2 1 logical developments,

7 6 5 ^ 3 2 1 16) The courses and instructors that stu- 7 6 5 4 3 2 1 dents register for are the ones they get.

7 6 5 ^321 17) Students are independent, self- 7 6 5 4 3 2 1 confident, tending to identify with the teacher and see him as a colleague.

7 6 5 4 3 2 1 18) Emphasizes personal responsibility. 7 6 5 4 3 2 1

7654321 19) Seminars for students and teachers 7 6 5 4 3 2 1 are encouraged. 7 6 5 ^ 3 2 1 20) Students are anxious about grades. 7 6 5 4 3 2 1 7654321 21) Classroom work involves energetic ef- 7 6 5 4 3 2 1 forts by the group to resolve both inter­ personal and cognitive issues. 109

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITYi RIGHT NOW*

765^321 22) Research and publication are eneour- 7 6 5 ^ 3 2 1 aged for faculty members.

7 6 5 ^ 3 2 1 23) Personal and professional problem 7 6 5 ^321 situations are simulated to give students relatively non-threatening f direct ex­ p e rie n c e .

7 6 5 ^321 2*0 Is involved with rather than sep- 7 6 5 ^321 arated from the larger community.

7 6 5 ^ 3 2 1 25) Students are compliant, focused on 7 6 5 ^ 3 2 1 memorizing material rather than on criticizing it or formulating their own id e a s .

7 6 5 ^ 3 2 1 26) Provides minority group members with 7 6 5 ^ 3 2 1 unique educational experiences dealing with minority life and overcoming minority status.

7 6 5 ^ 3 2 1 27) Are specific goals of why the community? 6 $ ^ 3 2 1 e x is ts .

7 6 5 M 2 1 28) Full open scheduling is provided with ? 6 5 ^ 3 2 1 various types of courses and instructors to choose from.

7 6 5 ^ 3 2 1 29) Suitable number and variety of electfees7 6 5 ^321 are provided,

7 6 5 ^321 30) Goals and framework are set in courses 7^5^321 but actual pace and method are student- instructor determined,

765^321 31) A climate for self-realization and in- 7 6 5 ^ 3 2 1 dividual development,

7 6 5 ^ 3 2 1 32) Encourages students to continue learn- 765^321 ing after courses are coupleted.

7 6 5 ^ 3 2 1 33) Provides for maximum student partici- 7 6 5 ^ 3 2 1 pation in class.

7 6 5^321 3*0 Provides well informed, up to date, 7 6 5 ** 3 2 1 knowledgeable instructors.

7 6 5 M 2 1 35) Enables student to become well-rounded 7 6 5 ^ 3 2 1 p erso n . 110

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY! RIGHT NOWi

7 6 5 ^321 36) Has a competitive grading system 765^321 which serves as an Incentive for achieve­ ment and an index of accomplishment,

7 6 5 ^ 3 2 1 37) Faculty members are innovative, crea- 7^5^321 tive, involved,

7 6 5 ^321 38 ) The professional self-responsibility 7 6 5 4 3 2 1 and competence of all participants is both respected and demanded,

765^321 39) Teachers are genuinely interested in 7 6 5 ^321 students first, and how together they can contribute new insights and information,

7 6 5 ^321 40) Faculty members are anxious about the 7 6 5 4 3 2 1 quality of their courses,

7 6 5 ^321 41) Makes each student feel important, 7^5^321

7 6 5 ^321 42) Students are creative, involved, 7 6 5 4 3 2 1

7 6 5 4 3 2 1 43) Persons collaborate extensively, 7 6 5 4 3 2 1

7 6 5 4 3 2 1 44) Learning to think critically is era- 7 6 5 4 3 2 1 phasized more than memorizing facts,

7 6 5 4 3 2 1 45) Engaged in a vigorous program of re- 7 6 5 4 3 2 1 medial and continuing education for the local community,

7 6 5 4 3 2 1 46) Academic freedom of a ll members Is 7654321 in su re d ,

7654321 4?) Emphasizes respect for authority, 7 6 5 4 3 2 1

7 6 5 4 3 2 1 48) provides space and solitude for 7 6 5 4 3 2 1 reading/reflection,

7 6 5 4 3 2 1 49) Emphasizes acceptance of other 7 6 5 4 3 2 1 people*s peculiarities,

7 6 5 4 3 2 1 50) Relationships are continually drawn 7 6 5 4 3 2 1 among academic fields or disciplines,

7654321 51) The teacher is a formal authority, 7 6 5 4 3 2 1 mostly concerned with his role as an agent of control and evaluation for the system. I l l

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY t RIGHT NOW!

7 6 5^321 52) Encourages leading a happier, more 7 6 5 ^321 successful, fuller life,

7 6 5 ^ 3 2 1 53) Stresses honesty and integrity, 7 6 .5 ^ 3 2 1

7 6 5^321 5^) There is student-student interaction, 7 6 5 ^ 3 2 1

7 6 5 ^ 3 2 1 55) There is student-instructor inter- 7 6 5 ^ 3 2 1 a c tio n .

7 6 5^321 56) There is instruetor-adrainistrator 7 6 5 ^ 3 2 1 interaction,

7 6 5^321 57) Is a sharing of responsibility to 7 6 5 ^ 3 2 1 teach and a sharing of responsibility to le a r n ,

7 6 5 0 2 1 58) Faculty are not afraid to disagree, 7 6 5 k 3 2 1 compromise, err,

7 6 5 ^ 3 2 1 59) Is freedom to explore and create 7^5^321 within and without the confines of a course of studies,

7 6 5 ^ 3 2 1 60) Happy students who challenge ‘them- 7 6 5 ^321 selves, fellow students, Instructors and administrators to strive for excellence,

7 6 5 ^321 61) Happy Instructors who challenge them- 7 6 5 ^ 3 2 1 selves, students, fellow instructors and administrators to strive for excellence.

7 6 5^ 3 2 1 62) Happy administrators who challenge 7 6 5 ^ 3 2 1 themselves, students, instructors and fellow administrators to strive for ex­ c e lle n c e .

7 6 5^321 63) Accept a variety of people~no molds, 7 6 5 ^ 3 2 1 no molding into "a student" or "a teacher" or "an administrator,"

7 6 5^321 6*0 Bureaucracy is minimized, the organi- 7 6 5 ^321 zation is viewed as the servant of its members, not their master.

7 6 5 ^321 65) The place has tolerance for differences,7 6 5 ^321

7 6 5 ^ 3 2 1 66) Students are Independent, self- 7^5^321 confident, tending to identify with the teacher and see him as a colleague. U2 COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITYI RIGHT NOWi 7 6 5 ^321 6?) Participants think of change as some- 7 6 5 ^ 3 2 1 thing that happens to them rather than that they are a part of the changing system and have the potential to guide it.

7 6 5^ 3 2 1 68) Students are resentful of authority. 7 6 5 ^ 3 2 1

7 6 5 ^ 3 2 1 69 ) Students are socially rather than in- 7 6 5 ^ 3 2 1 tellectually oriented.

7 6 5 ^ 3 2 1 70) All have some important ideas/thoughts 7 6 5 ^ 3 2 1 that they have not had a chance to share with one another,

7 6 5 ^321 71) People feel they have lots to say but 7^5^321 do not have the opportunity to say it,

7 6 5 ^ 3 2 1 72) Place seems innovative and exciting and? 6 5 ^ 3 2 1 people are interested in expanding it even f u r th e r .

7 6 5 ^ 3 2 1 73) People realize they are working in a 7 6 5 ^ 3 2 1 group or collection of temporariness.

7 6 5 ^321 7^) Systems are created to identify and ? 6 5 ^ 3 2 1 meet learning and community needs.

7 6 5 ^ 3 2 1 75) There is a sense of unity and working ? 6 5 ^ 3 2 1 to g e th e r,

7 6 5 ^ 3 2 1 76) There is a feeling of the need to be 7^5^321 cautious and careful so there are no negative effects.

7 6 5 ^ 3 2 1 77) There are small groups meeting some- 7 6 5 4 3 2 1 what regularly, sharing and working on common i n t e r e s t s ,

765^321 78) There are large groups collected to- 7 6 5 ^321 gether meeting somewhat regularly, sharing and working on common interests.

7 6 5 ^ 3 2 1 79) Papers, written thoughts, ideas, and 7 6 5 ^ 3 2 1 sayings relating to or not relating to class content are getting reproduced by Xerox or other means and are being shared,

7 6 5 ^ 3 2 1 80) There are people who are interested in 7 6 5 ^ 3 2 1 identifying where the community is and finding ways of sustaining it. 113 COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY i RIGHT NOW!

7 6 5^321 81) Thor© a re people who fin d ways o f 765^321 keeping inform ed who b a s ic a lly move mmy from the setting.

7 6 5^ 3 2 1 82) The teacher is a facilitator, respond- 7 6 5 4 3 2 1 ing primarily to the individual student's definition of his own personal and educa­ tional goals.

7 6 5 ^321 83 ) Many people are lonely and feel lost. 7 6 5 ^321

7 6 5 ^321 84-) Emphasizes money and material gain. 7 6 5 4 3 2 1

7 6 5^321 85 ) The teacher is a person, trying to 7^5^321 communicate that, in addition to being a teacher, he has personal interests and feelings and can perform mutually validat­ ing person-to-person relationships with others in the class.

7 6 5 4 3 2 1 86) Participants are able to interact with 7 6 5 4 3 2 1 one another in an atmosphere of sympathy, respect and trust.

7 6 5 4 3 2 1 8 ?) An instructor is an expert, concerned 7 6 5 4 3 2 1 mainly with transmission of facts and in­ form ation .

7654>321 88) Experimentation with teaching methods 7 6 5 4 3 2 1 is the norm rather than the exception.

7654321 89 ) Emphasizes discipline, law and order. 7 6 5 4 3 2 1

7 6 5 4 3 2 1 90) The end purpose of the instructional 7 6 5 4 3 2 1 endeavor is the student's completion of a program, and such purpose is normally rec­ ognized by award of a degree. Thus it is reasonable to say that degrees awarded represent the true output of the instruc­ tional process.

7654321 91) People work primarily as individuals, 7 6 5 4 3 2 1

7 6 5 4 3 2 1 92) The instructor is an ego ideal, a 7654321 model, an example of competence, excite­ ment and energy, 7 6 5 4 3 2 1 93) Students combine service to the local 7 6 5 4 3 2 1 community with participation in the learn­ ing community. 114

COLUMBUS TECHNICAL INSTITUTE IDEAL LEARNING COMMUNITY* RIGHT NOW*

7 6 5 ^321 9*0 Help is always available—you just 7 6 5 4 321 have to ask for it,

7 6 5 ^ 3 2 1 95) Individuality, imagination and creative 765^321 ity are encouraged,

7 6 5 ^321 96) Expands the circle of a student's 7654321 awareness from his immediate surroundings to the society and world beyond him,

7 6 5 4 3 2 1 97) The administration exists only as a 7 6 5 4 3 2 1 giant filing cabinet in a desert of red tape, with a one-way power structure,

7654321 98 ) Are elements of m istrust among members, 7 6 5 4 3 2 1

7 6 5 4 3 2 1 99) Athletics are an integral part of life, 7 6 5 4 3 2 1

7 6 5 4 3 2 1 100) Is responsive, supportive of new ideas, 7 6 5 4 3 2 1 even if they deeply question and threaten the status quo. APPENDIX B

TABLES 1, 2, 3

RANK ORDER OF CONSTRUCTS FOR GROUPS AND CATEGORIES

115 TABLE 1 a m CRD21 OF CONSTRUCTS FCR TOTAL GtCUF, STODSJT CROUP AND FACOLTT CROUP BATA TIPS 1 (REAL—"AS IT IS" AT COLUMBUS TECHNICAL INSTITUTE)

Rank Order Item Nuabor Construct Total Student Faculty Group Group Group

4 4 13 1 .A group of pooplo satisfying their atm special needs. 2 2 2 2 A group of pooplo in a structured learning environment acquiring a special skill. 66 71 1*7 3 Considers tho needs of tho individual as primary purpose. 97 96 96 4 Encourages tho learner to sot his own pace and makes i t possible far him to do so. 77 82 54 5 Promotes the economic and social voll-boing of tho learner. 83 83 93 6 Does not impose by authority but shares out of common concerns. 25 2k 41 7 Promotes understanding of his role and his relationship toward others in society. 35 27 58 8 Encourages development as a more independent, deeper thinking individual. 52 51 48 9 Encourages significant, meaningful experiences. 13 12 14 10 Maximum opportunity to learn by doing as well as by listening. 56 5k 62 11 Encourages the expression of viev3 openly and honestly. 6 6 7 12 Facilities and resources (library, laboratories, computers, audio/visual equipment, me­ chanical devices, etc.) are available vhon needed. 21 22 19 13 A place where lateral learning tokos placo—learning takes place regardless of the age of the student or tho teacher. 99 99 100 14 Cultural and entertainment opportunities are mado readily available. 3 3 6 15 Emphasis toward working for technological developments. 54 73 21 16 The courses and instructors that students register for are the ones they get. 75 63 82 17 Students arc independant, self-confident, tending to identify with the teacher and see him as a colleague. 10 8 22 • 18 Emphasizes personal responsibility. 98 98 95 19 Seminars for studonts and toachers aro encouraged. 1 1 1 20 Students are anxious about grades. 67 6k 65 21 Classroom work involves energetic efforts by the Eroup to resolve both Interpersonal and cognitive issues. 90 70 97 22 Research and publication are encouraged for faculty members. 1*2 60 26 23 Personal and professional problem situations are simulated to give students relatively non-threatening, direct experience. 69 7k 49 24 Is involved with rather thar. separated from the larger community. 40 36 37 25 Students are compliant, focused on memorizing material rather than on criticizing i t or formulating thoir own ideas. 93 91 91 26 Provides minority group members with unique educational experiences dealing with minority life and overcoming minority status. £ a TABLE 1—Continued

Rank Order Iten Kuribor Construct Total Student Faculty Group Group Group

72 72 67 27 Are specific goals of why the coraiunlty exists. 89 88 90 2B Full opon scheduling is provided with various types of courses and instructors to choose from. 92 85 98 29 Suitable number and variety of electives are provided. 73 77 63 30 Goals and framework are set in courses but actual pace and method are atudent-instructor determined. 6b U9 78 31 A climate for solf-reallzation and individual development. y* 3^ 32 32 Encourages students to continuo learning after courses aro completed. 18 16 2k 33 Provides for maximum student participation in class. 8 13 8 30 Provides well-informed, up-to-dato, knouledgoable instructors. M 32 50 35 Enables student to bocone well-rounded person. 7 lb 3 36 Has a competitive grading system which serves as an Incentive for achievement and an in­ dex of accomplishment. 39 52 35 37 Faculty members aro lnnovativo, creative, involved. 2k 20 k 2 38 The professional self-rosponslbility and competence of a ll participants is both respected and demanded. 27 56 10 39 Teachers are genuinely interested in students first, and how together they can contribute new insights and information. 1121 00 Faculty members are anxious about tho quality of tholr courses. 60 75 28 01 Hakes each student fool important. *5 50 kk 02 Students are creative, involved. 53 k5 59 03 Persons collaborate extensively. kk 55 00 Learning to think critically is emphasised more than memorizing facts. 80 It80 73 *5 Engages in a vigorous program of remedial and continuing education for the local commu­ nity. 70 66 79 06 Academic freedom of all members is insured. 5 7 5 07 Emphasizes respect for authority. lb 5 60 08 Provides space and solitude for roading/refLection. 50 53 09 Emphasizes acceptance of other people's peculiarities. 36 37 38 50 Relationships are continually drawn among academic fields or disciplines. 23 19 39 51 Tho teachor is a formal authority, mostly concerned with his role as an agent of control and evaluation for the systom. 57 67 bO 52 Encourages loading a happier, more successful, fUUer life . 17 ?? 15 53 Stresses honesty and integrity, £ 9 11 9 50 There i s 'studont-student interaction. 16 18 17 55 Thero is student-in3tructor interaction. 7k 61 80 56 There is instructor-administrator interaction. TABLE 1—Continued

Rank Order Iten Humber Construct Total Student Faculty Group Group Group

19 15 36 57 Is a sharing of responsibility to teach and a sharing of responsibility to learn. Faculty are not afraid to disagree, compromise, err. 76 ,65 67 58 55 40 68 59 Is freedom to exploro and create within and without the confines of a course of studies. 46 46 45 60 Happy students who challongo thomsolves, fellow students, Instructors and administrators to strive for excellences. 65 68 51 61 Happy Instructors who challongo themselves, students, fellow instructors and administra­ tors to strive for excellence. 82 90 74 62 Happy administrators who challongo themselves, students. Instructors and fellow adminis­ trators to strive for excellence. 81 84 83 63 Accept a variety of people—no molds, no molding into "a student" or "a teacher" or "an administrator," 86 89 88 64 Bureaucracy is minimized, the organisation is viewed as the servant of it s members, not their master. 59 41 80 65 The place has tolerance for differences. 71 69 76 66 Students ore indepondent, self-confident, tending to identify with the teacher and see his as a colleague. 33 47 20 67 Participants think of change as something that happons to them rather than that they are a part of tho changing system and havo the potential to guide it . 78 76 75 68 Students are resentful of authority. 68 42 81 69 Students aro socially rather than intellectually oriented. 25 29 30 70 All have some important ideas/thoughts that thoy have not had a chance to share with one another. » 48 35 66 71 Feoplo fool thoy have lots to say but do not have the opportunity to say i t . 49 55 46 72 Place seems innovative and exciting and people aro interested in expanding i t even further. 51 48 60 73 People roalizo thoy are working in a group or collection of temporariness. 28 38 23 74 Systems are created to identify and meet learning and community needs. 53 59 52 75 There i 3 a sense of unity and working together. 22 28 11 76 There is a fooling of tho reed to be cautious and careful so there are no negative effects. 87 92 69 77 There aro small groups mooting somewhat regularly, sharing and working on common interests. 96 97 69 78 There aro largo groups collected together mooting somewhat rogularly, sharing and working on common interests. 85 66 86 79 Papers, written thoughts, ideas, and sayings relating to or not relating to class content are getting reproduced by Xerox or other means and are being shared. 63 58 71 80 Thero are poople who are interested in Identifying where the community is and finding ways of sustaining it . 43 43 43 81 There ore poople who find ways of keeping informed who basically move away from the set- £ ting. TABLE 1—Continued

Rank Order Iton Number Construct Total Student Faculty Group Group Group

83 67 77 82 Tho toucher Is a facilitator, responding primarily to tho individual student's definition of his own personal ard educational goals, 79 81 53 83 Eany people are lonely and feel lost. 1*7 62 27 &* Emphasises nonoy and material gain. 31 33 33 85 The teacher Is a person, trying to communicate that, In addition to being a teacher, he has personal Interests and feelings and can perform mutually validating person-to- porson relationships with others in tho class. 6 l 57 70 86 Participants aro ablo to interact with one anothor in an atmosphere of sympathy, respect and trust. 20 25 12 87 An instructor is an export, concerned mainly with transmission of facts and information. 9* 93 85 88 Experimentation with teaching methods is the norm rather than the exception. 29 V* 16 8*3 Emphasises discipline, law and order. 32 26 29 90 Tho end purpose of the instructional endeavor is the student's completion of a program, and such purpose is normally recognised by award of a degree. Thus i t is reasonable to say that dogroos awarded represent the true output of the instructional process. 15 10 y* 91 Feoplo work primarily as individuals. 91 95 57 92 Tho instructor is an ego ideal, a model, an oxamplo of competence, excitement and energy. B*> 79 92 93 Students combine sorvico to tho local community with participation in the learning com­ munity. 12 9 25 9*1 Kelp is always available-—you just have to ask for it . 30 31 ' 31 95 Individuality, imagination and creativity are encouraged. 37 30 61 96 Expands tho circle of a student's nnarenoss from his immediate surroundings to the society and world beyond him. 33 17 72 97 The administration exists only as a giant filing cabinet in a desert of red tape, with a or.e-vay povor structure* 62 78 18 98 Are elements of mistrust among members. 100 100 99 99 Athletics ore an integral part of life. 95 9*f 9* 100 Is rosponsivc, supportive of new ideas, even i f they deeply question and threaten the status quo. T A B L E 2 RANK ORDER OF CONSTRUCTS Ftft TOTAL COUP, STDD2JT CROUP AND FACULTT GtCOP DATA TTFE 2 (IDEAL—"AS I WOULD LIKE IT TO BE") Rank Order Item Construct Total Student Faculty No. Group Group Group 1 1+6 69 1 A group of people satisfying their own spacial needs. 2 57 7ft 2 A group of people in a structured learning environment acquiring a special sKQl. 3 35 51 3 Considers tho needs of the individual as primary purpose. 4 60 62 ft Encourages the learner to set his own pace and makes i t possible for him to do so. 5 50 68 5 Promotes the economic and social well-being of the learner. 80 ft2 52 6 Does not impose by authority but shares out of common concerns. 6 33 ' 59 7 Promotes understanding of his role and his relationship toward others in socioty. 7 23 15 8 Encourages development as a more independent, deeper thinking individual. 8 2ft 18 9 Encourages significant, meaningful experiences. 9 9 3 10 Maximum opportunity to loarn by doing as well as by listening. 10 3 10 11 Encouragos tho expression of views openly and honestly. 11 1 6 12 Facilities and rosourees (library, laboratories, computers, audio/visual equipment, mechanical devices, etc.) are available then needed. 12 25 35 13 A place whero lateral learning takes place—learning takes place regardless' of the age of tho student or tho toachor. 13 59 53 1ft Cultural and entertainment opportunities are made readily available. 1ft ft9 72 15 Emphasis toward working for technological developments. 81 5ft 55 16 The courses and instructors thit students register for are the ones thoy get 82 55 66 17 Students aro independent, self-confident, tending to idontlfy with the teach* er and see him as a colleague. 15 16 ft 18 &nphasises personal responsibility. 16 52 38 19 Seminars for students and teachers are encouraged. 8 ft 89 87 20 Students are anxious about grades. 17 58 5ft 21 Classroom work involves energetic offorts by the group to resolve both inter­ personal and cognitive issues. 18 72 73 22 Research and publication ore encouraged for faculty members. 83 56 56 23 Personal and professional problon situations are simulated to give students rolatively non-threatoning, direct experience. 19 62 ft5 2ft Is involved with rather than separated from the larger community. 85 9ft 98 25 Students aro compliant, focused on memorising material rather than on criti­ cising i t or formulating their own ideas. TABLE 2—Continued

Rank Order itmtj. . .. Total Student Faculty Hbrihnr Construct Group Group Group 20 75 76 26 Provides minority group members vith unique educational experiences dealing vith ninority life and overcoming minority status. 21 74 75 27 Are specific goals of why tho community exists. 22 21 60 28 Full open scheduling Is provided vith various types of courses and instruc­ tors to choosa from. 23 31 2B 29 Suitable number and variety of electives are provided. 2!* 27 64 30 Goals and framework are set in courses but actual pace and method are stu- dent-instructor determined. 25 30 36 31 A climate for self-realization and individual development. 26 10 12 32 Encourages students to continue learning after courses are completed. 27 26 11 33 Provides for maximum student participation, in class. 2B 2 2 34 Provides veil-informed, up-to-date, knowledgeable instructors. 29 18 22 35 Enables student to become voll-roundad person. 86 83 80 36 Has a competitive grading system which servos as an Incentive for achieve­ ment and an index of accomplishment,' 30 6 5 37 Faculty members are innovative, creative, involved. 31 51 19 38 The professional sBlf-responslbility and competence of ait participants is both respected and demanded. 32 4 8 39 Teachers aro genuinely interested in students first, and how together they can contribute now Insights and Information, 33 11 1 40 Faculty members are anxious about the quality of thoir courses. 34 32 7 41 Kukos each student feel important. 35 7 16 42 Students are creative, involved. 36 66 41 43 Persons collaborate extensivoly. 37 8 13 44 Learning to think critically is emphasized more than nemorizing facts. 38 67 46 45 Engages in a vigorous program of remedial and continuing education for the local community, 3940 20 46 Academic freedom of a ll members is insured. 40 78 77 47 Emphasizes’ respect for authority. 41 19 23 48 Provides space and solitude for reading/reflection. 42 69 29 49 Emphasizes acceptance of other people's peculiarities. 43 80 63 50 Relationships are continually drawn among acadoaic fields or disciplines. 44 90 91 51 The teacher is a formal authority, mostly concerned with his role as an agent of control and evaluation for the system. 45 4? 44 52 Encourages leading a happier, more successful, fuller life . 46 41 30 53 Stresses honesty and integrity. TABLE 2—Continued Rank Order Item Total Student Faculty Humber Construct Group Group Group 47 28 31 54 There ie studont-studont interaction. 48 20 17 55 There is student-lnstructor interaction. 4 9 V* 25 56 There is inctructor-adalnlstrntor interaction. 50 12 9 57 Is a sharing of responsibility to teach and a sharing of responsibility to learn. 51 17 21 58 Faculty aro not afraid to disagree, compromise, err. 52 38 39 59 Is froodoa to explore and create within and without the confines of a course of studies. 53 *5 37 60 Happy students who challenge thomaolvos, fellow students, instructors and administrators to strive for oxcellonco. 54 53 33 61 Happy Instructors who challenge thensolves, students, fellow Instructors and administrators to strive for excellence. 55 68 40 62 Happy administrators who challenge themselves, students. Instructors and follow administrators to strive for excellence. 56 y* 42 63 Accept a variety of people—no molds, no molding into "a student" or "a teacher" or "an administrator." 57 48 34 64 Bureaucracy is minimised, tho organisation is viewed as the servant of its membors, not thoir master. 58 13 14 65 Tho place has tolerance for differences. 59 39 57- 66 Students are independent, colf-eonfldont, tending to identify with the teacher and see him as a colleague. 91 79 90 67 Participants think of change as something that happens to them rather than that they are a part of tho changing system and have the potential to guido it . 92 96 92 68 Students are resentful of authority. 88 91 89 69 Students are socially rather than intellectually oriented. 93 92 88 70 All have some Important ideas/thoughts that they have not bad a chance to share vith ono another. 9* 95 99 71 Poople fool they have lots to say hut do not have the opportunity to say it . 60 37 26 72 Flace seems innovative and exciting and people are interested in expanding i t evon further. 61 82 84 73 Pooplo realize they are working in a group or collection of temporariness. 62 22 32 74 Systems are created to identify and meet learning and community needs. 63 5 27 75 Thore is a sonso of unity and working together. 95 93 93 76 There is a fooling of the need to be cautious and careful so thero are no negative effects. 64 64 47 77 There are small groups meeting somewhat regularly, sharing and working on common interests. TABLE 2—Continued

Rank Order Item Total Student Faculty Number Conotract Group Group Group 65 73 70 78 There are large groups collected together meting somewhat regularly, shar­ ing and vorklng on common interests. 66 65 67 79 Papars, written thoughts, ideas, and sayings relating to or not relating to class contont are getting reproduced by Xerox or other mans and are be­ ing shared. 6? 61 65 80 There are poople who aro interested in identifying whore tho community is and finding ways of sustaining it . 96 85 82 81 There aro pooplo who find ways of kcoping informed who basically move sway from the sotting. 68 71 71 82 The toacher is a facilitator, responding primarily to the individual stu­ dent's definition of his own porsonal and educational goals. 97 93 96 83 Many people are lonely and fool lost, 98 97 95 81* Enphasizos money and material gain. 69 i*3 61 85 The teacher is a person, trying to communicate that, in addition to being a teacher, ho has porsonal intorosts and feelings and con perform mutually validating por3on-to-person relationships with others in the class. 70 36 H8 86 Participants are able to interact with one anothor in an atmosphere of sym­ pathy, respect and trust. 89 86 86 87 An instructor is an export, concerned mainly with transmission of facts and information. 71 81 i*9 88 Experimentation with teaching methods is the norm rather than the exception, 72 88 83 69 Enjhasisos discipline, law and order. 87 87 9** 90 The end purpose of tho Instructional endeavor is the studont's completion of a program, and such purpose is normally recognised by award of a degree. Thus i t is reasonable to say that degrees awarded represent the true out­ put of tho instructional process. 90 77 85 91 People work primarily as individuals. 73 76 79 92 The instructor is an ego idoal, a model, an example of competence, excite­ ment and energy, 74 63 73 93 Studonts combine service to the local community vith participation in the learning community. 75 l

TABLES 4 , 5. 6 , 7, 8 , 9, 10, 11, 12

MEANS, MEDIANS AND STANDARD DEVIATIONS OF CONSTRUCTS FOR GROUPS AND CATEGORIES

129 1 3 0 TABLE 4

MEANS, MEDIANS AND STANDARD DEVIATIONS FOR TOTAL GROUP BY CONSTRUCT ITEM DATA TYPE 1 (REAL— "AS IT IS " AT COLUMBUS TECHNICAL INSTITUTE)

Construct Standard Construct Standard Itom No, Moan Median Dovlation Item No. Moan Median Deviation 1 5 .1 5 5.00 1 .3 3 51 4 .5 5 3.00 1 .5 7 2 5 .5 6 6.00 1 ,4 4 52 4 .2 5 3.00 1 .6 9 3 if . 15 5.00 1.62 53 4 .7 2 5.00 1 .6 4 if 3 .3 1 2.00 1 .7 9 54 4 .8 9 3 .o o 1 .5 7 5 if. 01 5.00 1 .7 1 55 4 .7 5 5 .o o 1 .5 9 6 3 .7 2 3.00 1 .6 5 56 4 .0 5 4 ,0 0 1 ,8 1 7 if.5 2 5 .o o 1 .5 ? 57 4 .6 9 5.00 1 .6 3 8 M 3 5.00 1 .7 1 58 4 ,0 2 4 ,0 0 2.00 9 I f .3 0 5 .o o 1 .6 5 . 5 9 4 .2 7 5.00 1 .5 6 10 4 .8 4 3.00 1.78 6 0 4 .3 4 5.00 1 .5 6 11 4 .2 5 5.00 1 .9 1 61 4 .1 8 5.00 1.66 12 5.00 2.00 1.62 62 3 .8 7 5.00 1 .7 1 13 4 .6 5 3.00 1 .6 1 63 3.88 3.00 1 .8 4 lif 2 .7 ? l . o o 1 .6 4 6 4 3 .7 5 2,00 2.02 15 5 .4 3 7.00 1 .4 1 65 4 ,2 4 5.00 1 .8 4 16 4 .2 7 5.00 1 .7 5 66 4 ,0 8 3.00 1 .6 5 17 4 .0 5 2.00 1 .7 9 6? •4 ,4 6 3.00 1 .5 2 18 4 .8 ? 5.00 1 .6 3 68 4 .0 0 6.00 1 .6 7 19 3 . H 1.00 1 .7 2 6 9 4 .1 3 5.00 1.68 20 5 .6 9 7.00 1 .3 2 7 0 4 .5 3 6.00 1 .8 1 21 4 .1 5 2,00 1 .6 5 71 4 .3 3 3.00 1 .7 0 22 3 .7 1 4 .0 0 1.68 7 2 4 .3 3 5.00 1 .7 6 23 4 .3 6 3.00 1 .5 3 7 3 4 .3 1 3.00 1 .5 2 24 4 .1 0 2.00 1.68 74 4 ,5 2 6.00 1 .7 4 25 4 .3 8 6.00 l . ? 4 75 4 .2 5 5.00 1 .7 4 26 3 .5 7 3.00 1 .6 1 76 4 .6 2 6,00 1. 6? 27 4 ,0 6 2.00 1 .3 8 77 3 .7 5 5.00 1 .8 5 28 3 .7 2 2.00 1 .9 3 78 3 .3 9 5.00 1 .5 0 29 3 .5 9 5.00 2,06 79 3 .7 7 3 .0 0 1.85 30 4 .0 5 3.00 1 .8 5 BO 4 ,2 0 5.00 1 .6 1 31 4 .1 9 5.00 1 .5 6 81 4 .3 5 5.00 1 .3 8 32 4 .4 5 2.00 1 .7 6 82 3 .8 ? 3.00 1 .5 6 3 3 4 .7 0 6 .o o 1,66 83 3 .9 5 6.00 1 ,8 2 34 4 .8 9 5.00 1 .7 4 84 4 .3 4 6.00 1 .7 4 35 4 .3 7 3.00 1.62 85 4 .4 8 3.00 1 .5 4 36 4 .9 4 5.00 1 .7 9 86 4 ,2 2 5.00 1 .6 3 37 4 .3 9 5.00 1 .5 8 87 4 ,6 6 6.00 1,60 38 4 .5 5 5.00 1 .5 0 88 3 .5 6 2.00 1 .6 5 39 4 .5 2 5 .o o 1 .5 9 89 4 .5 2 2,00 1,66 ifO 4 .8 5 5.00 1 .5 4 9 0 4 ,4 8 6 .o o 1 .8 3 if i 4 .2 2 5.00 1,66 91 4 .7 8 6,00 1 .5 0 if2 4 .3 4 ■5.00 1 .5 7 92 3 .7 0 2.00 1,62 4 3 4 .2 9 3.o o 1 .5 3 93 3 .7 8 5.00 1 .5 9 4 4 4 .3 5 3 .o o 1 ,8 0 94 4 .8 5 5.00 1 .7 4 if5 3 .9 4 2,00 1.63 95 4 .5 1 5.00 1 ,6 4 lf6 if . 08 5.00 1 .8 0 96 4 ,4 0 5 .0 0 1 .5 7 If 7 5 .0 5 3.00 1 .5 6 9 7 4 .4 0 6,00 2.01 if8 4 .S 4 2.00 1 .7 0 9 8 4 .2 2 5.00 1 .9 5 if9 4 .3 1 5.00 1.68 99 2 .7 2 1,00 1 .7 1 50 4 .4 0 5.00 1.16 100 3 ,4 0 1.00 1 .7 0 1 3 1 TABLE 5 MEANS, MEDIANS AND STANDARD DEVIATIONS FOR STUDENT GROUP BY CONSTRUCT ITEM DATA TYPE 1 (REAL— "AS I T IS " AT COLUMBUS TECHNICAL INSTITUTE)

C o n str u c t S tan d ard C o n str u c t S tan d ard Itom No, Mean M edian Deviation Item No. Moan Kodlan Deviation

1 5 .2 1 5.00 1 .3 8 52 4 ,1 4 2.00 1 .7 3 2 5 .5 4 7.00 1 .3 6 5 3 4 .5 7 3.00 1 .6 5 - 3 4 ,1 0 1,00 1 .5 7 5 4 4 .8 0 6.00 1.62 4 3 .4 6 2.00 1 .8 0 55 4 .6 5 6,00 1 .6 4 5 3 .9 2 2,00 1 .7 7 56 4 .2 1 4.00 1 .7 8 6 3 .9 2 3.00 1 ,6 1 5 ? 4 .7 1 5.00 1.66 7 4 .5 5 5.00 1 .6 3 5 8 4 .1 7 6,00 1 .9 2 B 4 .5 0 3.00 1.63 5 9 4 .3 6 6.00 1 .5 4 9 4 .3 1 3.00 1 .5 3 60 4 .3 4 5.00 1 .5 8 10 4 .7 2 5.00 1 .7 4 61 4 ,1 4 5.00 1 .6 9 11 4 .3 0 4 .0 0 1 .8 9 62 3 .8 1 3.00 I .67 12 4 ,9 0 5 .0 0 1 .7 4 6 3 3 .9 2 6.00 1.86 13 4 .5 9 6.00 1 .7 9 6 4 3 .8 4 4 .0 0 2.00 14 2 .9 1 3 .o o 1 .7 2 65 4 .3 5 6.00 1.83 15 5 .4 4 5.00 1 .4 6 66 4 ,1 4 5.00 1 .7 5 16 4 .0 5 3.00 1 .8 0 67 4 .3 4 5.00 1.60 1 .8 4 1? 4 .1 7 5.00 68 ' 4 , 0 4 2.00 1 .7 9 18 4 .8 9 4 ,0 0 1 .5 7 69 4 .3 5 4 .0 0 1 ,6 4 19 3 .1 ? 4 .0 0 1.66 70 4 .4 9 4 .0 0 1 .8 7 20 5 .7 2 5.00 1 .4 3 71 4 ,4 0 3.00 1 .7 3 1.66 21 4 .1 7 5 ,o o 72 4 .3 0 5.00 1 .7 7 1 .4 6 22 4 ,1 1 4 .0 0 73 4 .3 4 4 .0 0 1 .5 5 23 4 .2 2 5.00 1 .5 2 74 4 .3 9 5.00 1 .7 6 24 4 .0 4 4 ,0 0 1 .7 3 75 4 .2 4 5.00 1 .8 0 25 4 .3 9 3.00 1 .7 4 76 4 .5 0 3.00 1 .7 4 26 3 .6 7 3.00 1,6 6 77 3 .6 ? 3.00 1 .9 2 27 4 .0 7 4 ,0 0 1 .3 7 78 3 .4 2 3.00 1.60 2B 3 .6 4 4 ,0 0 2.01 79 3 .8 9 3.00 1 .8 4 29 3 .9 0 3.00 2 ,0 4 80 4 .2 7 5.00 1 .6 7 1 ,8 4 30 4 ,0 2 3.00 81 4 .3 5 4 ,0 0 1 .4 9 31 4 .3 2 5.00 1 .5 6 82 3.88 5.00 1.62 32 4 .4 1 5.00 1 .7 0 83 3 .9 4 3.00 1 .8 7 33 4 ,6 6 3 .0 0 1.72 64 4 .1 9 3.00 1.88 3* 4 .7 2 6.00 1,88 85 4 .4 2 5 .0 0 1.60 35 4 ,4 4 5.00 1.66 86 4 .2 9 5.00 1 .7 2 36 4 t 7 l 6.00 1 .9 1 87 4 .5 5 3.00 1 .7 2 37 4 .3 1 6.00 1 ,6 1 88 3 .5 7 3.00 1.66 38 4 .6 0 5.00 1 .5 0 89 4 .3 5 3 .0 0 1. 6? 39 4 .2 9 6,00 1 .6 5 90 4 .5 2 5.00 1.88 it-0 4 ,6 0 5.00 1 .5 1 91 4 ,8 2 3.00 1.56 4 1 4 .0 4 4 .0 0 1 .7 6 92 3 .4 9 3.00 I .63 4 2 4 .3 2 4 ,0 0 1,61 93 3 .9 9 3.00 1.62 1 .5 9 **3 4 .3 4 5.00 9 4 4 ,8 4 5 .0 0 1 .7 5 4 4 4 .3 8 4 .0 0 1.83 95 4 .4 6 5 .o o 1.60 * 5 3 .9 4 3.00 1,66 96 4 ,4 9 5.00 1.62 4 6 4 ,1 4 3.00 1 .7 3 97 4 .6 6 3.00 1.90 4 7 4 .9 0 3 .0 0 1 .5 7 98 4 .0 1 3.00 2.03 4 8 6,00 5 .0 7 1 .5 9 99 2 .7 7 2.00 1 .7 5 4 9 4 .3 1 4 .0 0 1 .6 9 100 3 .5 2 5.00 1 .8 0 5 0 4 .3 9 4 .0 0 1 .3 8 4 .6 4 2.00 1 .5 0 1 3 2 TABLE 6 MEANS, MEDIANS AND STANDARD DEVIATIONS FOR FACULTY GROUP BY CONSTRUCT ITEM DATA TYPE 1 (REAL— "AS I T IS " AT COLUMBUS TECHNICAL INSTITUTE)

C o n str u c t Standard Construct S ta n d a rd Ite m N o. Moan M odlan D e v ia t io n Item No, Moan M odlan D e v ia t io n

1 5 .0 0 5 .0 0 1 ,2 0 51 4 .4 3 5 .0 0 1 .4 2 2 5 .6 1 6 .0 0 1 ,6 8 5 2 4 .4 3 6 .0 0 1 .5 0 3 4 .1 8 4 ,0 0 1 .7 3 5 3 4 .9 6 6 ,0 0 1 .5 0 4 2 .7 9 5 .0 0 1 ,6 8 5 4 5 .0 7 5 .0 0 1 .4 6 5 4 ,1 4 5 .0 0 1 .5 1 5 5 4 .9 3 5 .0 0 1 .3 9 6 3 .0 7 4 .0 0 1 .6 5 5 6 3 .4 6 4 .0 0 1 .7 6 7 4 .3 2 4 ,0 0 1 .3 6 5 7 4 .5 0 5 .0 0 1 .5 2 8 4 ,1 1 5 .0 0 1 ,8 8 5 8 3 .3 6 4 ,0 0 2 .0 2 9 4 .1 8 5 .0 0 1 .8 ? 5 9 4 ,0 0 4 .0 0 1.63 10 5 .0 0 6 ,0 0 1 .8 3 6 0 4 ,2 1 5 .0 0 1 .4 7 11 4 .0 7 5 .0 0 2 ,0 2 61 4 .1 8 5 .0 0 1 .5 8 12 5 .2 5 5 .0 0 1 ,2 1 62 3 .8 6 5 .0 0 1 .7 3 13 4 .8 6 6 .0 0 0 .9 9 6 3 3 .6 1 4 ,0 0 1 .7 4 Ilf 2.32 5 .0 0 1 .3 6 ( k 3 .3 2 4 ,0 0 1 ,9 8 15 5 .3 2 6 ,0 0 1,26 6 5 3 .7 1 3 .0 0 1 .7 1 16 4 .7 5 6 .0 0 1 .4 0 6 6 3 .7 5 4 .0 0 1 .1 8 17 3 .6 1 2 .0 0 1 .6 1 6 ? ' 4 .7 9 6.o o 1 .2 4 18 4 .7 5 6 .0 0 1 ,8 1 68 3 .8 2 3 .0 0 1 .2 8 19 2 .8 2 4 .0 0 1 .8 5 6 9 3 .6 8 2 .0 0 1 .5 8 2 0 6 .3 2 6 ,0 0 0 .8 5 7 0 4 .5 7 4 .0 0 1 ,6 1 21 4 .0 4 2 ,0 0 1 .6 4 71 4 ,0 4 3 .0 0 1 .5 7 2 2 2 .6 4 1 ,0 0 1 .7 8 7 2 4 .2 1 5 .0 0 1 ,6 6 2 3 4 .6 8 4 .0 0 1 .5 1 73 4 .1 1 4 ,0 0 1 .3 7 2 4 4 ,1 8 4 .0 0 1 .5 6 7 4 4 .7 5 5 .0 0 1 .6 4 25 4 .4 6 4 .0 0 1 .7 0 75 4 .1 8 5 .0 0 1 ,6 0 26 3 .1 8 5 .0 0 1 .3 9 76 5 .0 4 5 .0 0 1 ,4 0 2 7 4 ,0 0 4 ,0 0 1 ,4 6 77 3 .9 6 5 .0 0 1 .5 0 28 3 .2 5 2 ,0 0 1 ,6 0 78 3 .3 2 4 .0 0 1 .0 7 29 2 .5 7 2 .0 0 1 .8 0 79 3 .3 9 3 .0 0 1 .8 8 3 0 4 .0 7 5 .0 0 1 .9 3 8 0 3 .8 9 2 ,0 0 1 ,4 0 31 3 .7 1 5 .0 0 1 .4 8 81 4 .3 2 4 .0 0 1 ,0 0 3 2 4 ,5 4 4 ,0 0 1 .9 4 8 2 3 .7 5 4 .0 0 1 .2 7 3 3 4 .7 1 6 ,0 0 1 .4 6 8 3 4 , 1 8 3 .0 0 1 .5 6 34 5 .2 1 6 ,0 0 1 ,1 8 8 4 4 ,6 8 5 .0 0 1 .2 3 3 5 .4 .1 8 3 .0 0 1 .5 4 8 5 4 , 5 4 4 ,0 0 1 .3 5 3 6 5 .4 6 6 .0 0 1 ,2 4 8 6 3 .9 3 5 .0 0 1 .3 3 3 7 4 .5 0 5 .0 0 1 .4 8 8 7 5 .0 4 5 .0 0 1 ,1 8 38 4 .3 2 5 .0 0 1 .5 1 88 3 .4 6 5 .0 0 1.66 39 5 .0 4 5 .0 0 1 ,1 8 89 4 . 9 6 6,00 1 .5 9 4 0 5 .3 9 5 .0 0 1 .4 2 9 0 4 ,6 1 5 .0 0 1 .4 7 4 1 4 ,6 4 .5 .0 0 1 .2 9 91 4 . 5 4 5 .0 0 1 .2 7 4 2 4 ,2 1 5 .0 0 1 .3 7 9 2 4 , 1 4 5 .0 0 1 ,4 1 4 3 4 .1 1 4 ,0 0 1 ,4 0 9 3 3 ,1 4 4 .0 0 1 .3 6 4 4 4 .1 4 5.00 1,68 9 4 4 .7 1 6,00 1.69 4 5 3.86 6,00 1 .5 7 95 4 . 5 7 6,00 1 .7 8 4 6 3 .7 1 3.00 1 .8 5 9 6 4 .1 1 5.00 1 .4 5 4 ? 5 .3 6 6,00 1 .4 9 9 7 3 .8 9 2,00 2.06 4 8 4 ,0 7 4 ,0 0 1 .8 3 98 4 .8 9 3.00 1 .5 7 4 9 4 ,1 4 2,00 1,60 2 .4 3 4 ,0 0 l 8 . .50. 4 .4 6 4 .0 0 .1.32., - 2 .9 3 , 3 .0 0 — 1.28 133 TABLE 7 MEANS, MEDIANS AND STANDARD DEVIATIONS FOR TOTAL GROUP DATA TYPE 2 (IDEAL— "AS I WOULD LIKE IT TO BE")

Construct Standard Construct Standard Itom No, Moan Median Deviation Itom No, Mean Median D eviation 1 5 .6 2 7.00 1 .5 2 51 3 .8 1 7 .0 0 2,02 2 5 .4 4 7.00 1 .6 7 52 5 .7 8 7.00 1 .3 0 3 5 .8 1 7 .0 0 1 .5 1 53 5 .9 1 7.00 1 .2 3 4 5.61 7 .0 0 1 .6 9 54 6.03 7.00 1.10 5 5 .5 6 7.00 1 .4 9 55 6 .1 3 7.00 1,06 6 5 .7 6 6,00 1 .3 3 56 5.88 7.00 1 .2 7 7 5 .8 3 7 .0 0 1 ,2 4 57 6 .1 9 7 .o o 1 .0 9 8 6.09 7.00 1.26 5 8 6 .1 3 7 .o o l.ii 9 6 ,0 8 7.00 1 .1 3 5 9 5 .8 7 7 .o o 1 .1 7 10 6,20 7 .0 0 1 ,0 8 60 5 .8 5 7.00 1 .1 7 11 6.32 7.00 1,06 61 5 .8 1 7.00 1 .1 8 12 6 ,4 2 7 .0 0 0.88 62 5 .6 4 7.00 1 .4 4 13 5 .9 9 7.00 1 .3 5 63 5 .9 2 7.00 1 .3 7 14 5 .6 5 7.00 1 .3 8 64 5 .8 3 7.00 1 .4 4 15 5 .5 6 7.00 1 .4 3 65 6 .1 7 7 .o o 1 .1 9 16 5 .7 0 6.00 1 .5 3 66 5 .8 1 7.00 1 .2 7 17 5 .5 5 6.00 1 .4 0 67 4 .5 1 1,00 1 .9 9 18 6 ,1 6 7.00 1 .1 9 68 . 3 .2 7 1.00 1 .8 9 19 5 .7 7 7.00 1 .4 6 69 3 .7 3 2,00 1 .7 2 20 3 .9 4 5.00 2.12 7 0 3 .8 1 1,00 2.03 21 5 .6 4 7,00 1 .2 9 71 3 .1 0 1,00 1 .9 6 22 5 .1 5 7.00 1 .7 3 72 5 .9 5 7.00 1 .2 9 23 5 .6 9 6.00 1 .1 7 73 4 ,6 1 7.00 1 ,8 1 24 5 .6 5 7.00 1 ,4 0 74 6 .0 3 7.00 1.21 25 3 .1 8 3.00 2.05 75 6 ,1 6 7.00 l . U 26 5.00 7.00 1 .5 8 76 3 .5 7 1.00 2 .1 6 2 7 5 .0 7 7.00 1 .4 6 77 5 .5 8 7 .0 0 1 .5 0 28 5 .9 5 7.00 1 .3 9 78 5.28 7.00 1 .4 9 2 9 6,01 7 .0 0 1 .3 8 79 5 .4 5 7 .0 0 1 .5 4 30 5.88 7 .0 0 1 .3 7 80 5 .5 5 7.00 1 .3 9 31 6.00 7.00 1 .3 1 81 4 ,4 2 1,00 1 .5 5 32 6.16 7.00 1 .2 4 82 5 .2 8 7 .0 0 1 .7 4 33 6,10 7.00 1,26 83 2 ,8 2 1.00 2 .0 3 34 6 ,3 9 7.00 1.21 84 3 .0 7 1.00 1 .7 2 35 6 .0 8 7.00 1 .2 9 85 5 .7 6 7.00 1 .3 7 3 6 4 .7 3 3.00 2.21 86 5 .8 7 7 .0 0 1 .3 5 37 6 .2 4 7.00 1,01 87 4 ,2 1 2.00 1 .9 8 38 5 .8 7 7 .0 0 1.23 88 5 . U 7.00 1 .6 4 39 6 .2 5 7.00 1 .0 4 89 4 .2 2 7.00 1 .9 7 4 0 6.26 7.00 1 .0 9 9 0 4 ,0 2 3.00 2.11 41 6 ,0 8 7.00 1 ,2 4 91 4 .7 3 2,00 1.88 42 6 .1 9 7.00 1.10 92 4 .9 5 7.00 1 .6 9 4 3 5 .6 2 7.00 1 .3 7 93 5 .4 1 7 .0 0 1 .3 6 4 4 6.20 7.00 1 ,0 8 9 4 6,01 7.00 1 .3 4 4 5 5 .5 8 7.00 1 .3 5 95 6 ,1 4 7.00 1 .3 8 4 6 5 .9 4 7.00 1 .3 3 9 6 5 .9 7 7.00 1 .4 4 4 7 4 .9 8 7.00 1 .7 9 97 2 .5 4 1,00 1.88 4 8 6.10 7.00 1 .0 4 98 2 .7 6 1,00 2 .0 3 4 ? 5 .6 5 7.00 1 .4 9 99 7.00 1.66 5 0 *;.07 ?.,.oo 1 .4 1 100 _Z i.oo . . 1*41 TABLE 8

m e a n s , l k d ia n s a n d sta nd a r d d e v ia t io n s fo r s t u d e n t group DATA TYPE 2 (IDEAL— "AS I VJOULD LIKE IT TO BE")

Construct Standard Construct Standard Item No. Mean Median Deviation Item No. Kean Kodian Deviation 1 5 .7 4 4 .0 0 1 .4 ? 51 4 ,1 0 2,00 2.02 2 5 .6 3 6.00 1 .5 7 52 5 .7 2 4 ,0 0 1 .3 7 3 5 .8 8 4 .0 0 1 .5 1 53 5 .8 0 4 ,0 0 1.26 4 5 .5 7 4 .0 0 1 .7 2 54 5 .9 6 6,00 1 .1 7 5 5 .7 0 6.00 1 .5 1 55 6 .0 4 6.00 1 .1 3 6 5 .7 6 5.00 1 .3 3 56 5 .7 5 4 ,0 0 1 .3 8 7 5 .9 1 5.oo 1 .1 4 5 ? 6 .0 9 5 .0 0 1 .1 9 8 5 .9 9 5.oo 1 .3 6 58 6.06 6,00 1.20 9 5 .9 9 5.00 1.20 59 5 .8 2 6,00 1 .2 3 10 6,11 5.oo 1 ,1 6 60 5 .7 5 5.00 1. 2? 11 6 .2 7 5.oo 1 .1 5 61 5 .6 7 5.00 1.26 12 6 .4 2 5,oo 0 .9 3 62 5 .4 6 5.00 1 .5 4 13 5 .9 7 7.oo 1 .4 3 63 5 .9 0 6,oo 1 .4 ? 14 5 .5 9 5.oo 1 ,4 8 . 64 5 .7 2 4 ,0 0 1 .5 9 15 5 .7 1 5.oo 1 .3 9 65 6 .0 9 6,00 1 .3 1 16 5 .6 5 7.oo 1.61 66 5 .8 1 5.00 1 .3 1 17 5 .6 4 5.oo 1 .3 4 6? 4 .9 5 3.00 1.86 18 6.06 5.oo 1 .1 9 68 3 .2 7 2,00 1 .9 ? 19 5 .6 9 4 .0 0 1 .5 7 69 3 .9 1 4 ,0 0 1 .8 0 20 4 .1 0 5.oo 2.11 70 3 .8 4 4 ,0 0 2.05 21 5.60 5.00 1 .3 ? 71 3 .3 5 3.00 2 .0 5 22 5 .3 0 4 .0 0 1.60 72 5 .8 5 5.00 1 .4 3 23 5 .6 4 5.00 1 .2 4 73 4 ,8 1 4 ,0 0 1 .7 9 24 5 .5 5 4 .0 0 1 .5 0 74 6.00 5.00 1 .2 9 25 3 .5 4 3.00 2 .1 5 75 6 .1 5 5.00 1.12 26 5.02 1.00 1 .6 3 76 3 ,8 0 3.00 2,22 27 5 .0 9 4 .0 0 1 .4 8 77 5 .4 9 5 .0 0 1 .5 6 2 8 6.01 6.00 1 .4 3 78 5 .3 0 5.00 1 .5 0 2 9 5 .9 4 6.00 1 .5 4 79 5 .4 9 5 .0 0 1 .5 4 3 0 5 .9 6 4 .0 0 1 .1 9 80 5 .5 6 5.00 1 .4 0 31 5 .9 5 5.00 1 ,4 0 81 4 .5 0 4 .0 0 1.65 32 6.11 5.00 1 .3 0 82 5 .3 1 5.00 1 .7 4 3 3 5 .9 7 5.00 1 .4 0 8 3 2 .9 5 3.oo 2.09 3 4 6.30 6.00 1 .3 6 8 4 3 .1 7 3.00 1 .8 0 3 5 6 .0 5 5.00 1 .4 1 8 5 5 .7 6 5.00 1 .3 6 3 6 4 .7 2 6.00 2.26 86 5,86 5.00 1 .3 2 3 7 6 .1 3 6.00 1 .0 5 8 7 4 .4 9 3.00 1 .9 4 38 5 .7 0 5.00 1 .3 0 88 4 . 8 5 5.00 1 .7 5 39 6 .1 7 6,00 1 .1 6 6 9 4 , 2 7 3.00 1 .9 6 4 0 6.11 6.00 1.21 90 4 ,4 5 5.00 2,11 41 5 .9 2 4 .0 0 1 .3 9 91 4 . 9 7 3.00 1 .9 0 4 2 6 .1 3 4 .0 0 1 .1 8 9 2 5.00 3.00 1 .6 4 1 .4 6 4 3 5 .4 6 6.00 9 3 5 .5 1 4 ,0 0 1 .3 5 4 4 6 .1 3 4 .0 0 1 .1 3 9 4 6 .0 9 5.00 1 .2 9 4 5 5 .4 6 3 .0 0 1 .3 9 9 5 6 .0 9 5.00 1 .4 3 4 6 5 .8 0 5.00 1 .4 3 9 6 5 .9 6 5.00 1.50 4 7 4 .9 5 3.00 1 .8 1 9 7 2 .8 0 3.00 I.95 4 8 6 .0 4 6.00 1.11 98 2.88 3.00 2.09 4 .6 ? 4 9 5 .4 5 3.00 1 .5 9 99- 2.00 1 .7 9 5 .4 4 5 0 4 .9 1 4 .0 0 1 ,4 2 100 5 .0 0 1 .4 5 1 3 5 TABLE 9

MEANS, MEDIANS AND STANDARD DEVIATIONS FOR FACULTY GROUP DATA TYPE 2 (IDEAL— "AS I MOULD LIKE IT TO BE")

C o n s tr u c t S tan d ard C o n str u c t S ta n d a rd Itom No, Moan M edian D o v ia tio n Itom N o, Moan M edian D e v ia t io n

1 5 .2 5 5.00 1.62 51 3 .1 1 4 ,0 0 1 .8 2 2 5 .0 7 5.00 1 .7 3 52 5.86 6.00 1 .0 9 3 5 .7 9 4 ,0 0 1 .4 2 53 6 ,1 4 7.00 1.12 4 5 .6 4 7 .o o 1 .6 5 5 4 6 ,1 4 6.00 0 .8 7 5 5 .3 6 5.00 1 ,1 4 55 6.32 6.00 0 .8 0 6 5 .7 9 6.00 1 .3 2 56 6 ,1 8 6.00 0 .8 0 7 5 .7 1 6,00 1 .1 9 57 6 .4 3 7.00 0 .7 3 8 6 .3 2 6,00 0 .8 9 58 6 .2 5 7.00 0.83 9 6 .2 9 6,00 0,88 59 6 .0 4 6.00 0 .9 1 10 6.50 6.00 0 .6 3 60 6 .0 7 6.00 0 .8 0 11 6 .3 9 7.00 0 .7 7 61 6.11 6.00 0 .8 2 12 6 ,4 6 6,o o 0 .5 7 62 6 .0 4 6.00 0 ,9 8 13 6 . 0? 6.00 1.07 63 5 .9 3 6,00 1 .0 7 14 5 .7 9 6.00 1 .0 5 64 6.11 6.00 0.86 15 5 .1 4 5.00 1 .5 1 . 65 6 .3 6 6.00 0 .7 7 16 5 .7 5 7.00 1 .3 0 66 5 .7 5 4 ,o o 1 .1 5 17 5 .4 3 3.00 1 .5 2 6 7 - 3 .1 8 4 .0 0 1 .7 3 6 ,5 0 18 6,00 1 .0 9 68 3 .1 1 2.00 1 .5 2 19 6 ,0 4 6,00 1,02 69 3 .3 2 4 .0 0 1 .3 6 20 3 .5 4 5.00 2.11 7 0 3 .5 0 2.00 1 ,8 2 21 5 .7 9 5.00 1 .0 5 71 2.21 1.00 1 .2 4 4 ,8 2 22 5.00 1 .8 7 72 6 .1 8 6.00 0 .7 1 2 3 5 .7 5 4 .0 0 0 .9 1 73 3 .9 3 4 . 0 0 1 .7 1 2 4 5 .8 2 4 .o o 1 ,0 4 7 4 6 .1 4 6.00 0 .9 5 25 2.32 2,00 1 .3 4 75 6 .1 8 7.00 1.10 26 4 .9 3 5.00 1 .4 9 76 3 .o o 4 .0 0 1 .8 5 2 7 5.00 4 ,0 0 1 .4 1 7 7 5 .8 2 6.00 1 .3 4 28 5.68 6.00 1 .2 8 78 5 .1 8 6.00 1 .4 ? 6 .1 4 2 9 6.00 0 .8 3 79 5 .3 9 5.00 1 .5 4 3 0 5 .5 7 6.00 1 .7 8 8 0 5 .4 6 5.00 1 ,4 0 31 6 .0 7 5.00 1 .0 3 81 4 .1 4 4 . 0 0 1.22 6.36 8 2 3 2 6,00 0 .9 7 5 .1 8 5.00 1 .7 5 33 6 .3 9 7.00 0 .6 7 8 3 2 .5 7 1.00 1 .8 2 34 6 ,6 1 7.00 0 .5 6 8 4 2 .7 9 4 .0 0 1 ,4 0 6,21 3 5 6,00 0 .7 7 85 5.68 5,00 1 .3 9 3 6 • 4 , 6 l 5.00 2 .0 8 86 5 .8 2 6.00 1 .4 4 3 7 6.50 7.00 0 .8 2 8 7 3 .6 1 4 .0 0 1.86 3 8 6 .2 9 6,o o 0,88 88 5 .8 2 6.00 1 .00 6 .4 3 3 9 6.00 0 .5 6 8 9 4 .1 1 6.00 1 .9 7 6 ,6 4 4 0 6.00 0 .4 8 9 0 3.00 3 .0 0 1 .5 8 4 1 6 ,4 6 6.00 0 .5 7 91 3 .8 9 4 ,0 0 1 .5 4 6 .3 2 9 2 4 2 7.00 0 .8 5 4 .6 8 5.00 1 .7 7 4 3 5 .9 6 6.00 1.02 93 5 .1 4 5.00 1 .3 8 4 4 6 .3 6 6.00 0 .8 9 94 5 .7 5 6.00 1 .5 0 4 5 5 .8 2 6.00 1.20 9 5 6.21 7.00 1,26 6 .2 5 9 6 4 6 6.00 0 .9 5 5 .9 3 6.00 1 .3 1 4 7 4 .9 3 5.00 1 .7 1 9 7 1 .8 9 1.00 1 .5 2 4 6 6.21 7.00 0 .8 2 98 2 .4 3 1.00 1.66 4 9 6 .1 4 6,00 0 .9 9 99 4 .3 6 5.00 1.26 5 0 5 .6 1 6.00 1 .2 9 100 5 .8 2 6.00 1 .2 3 136 TABLE 1 0

MEANS, MEDIANS AND STANDARD DEVIATIONS FOR TOTAL GROUP B I CONSTRUCT ITEM DATA TYPE 3 (DIFFERENCE BETWEEN THE REAL AND IDEAL RESPONSE— "WHAT TOOK PUC E")

Construct Standard C o n str u c t Stan d ard Item N o. Mean Median Deviation Item No, Mean Median Deviation 1 6 ,4 6 8.00 1 .7 8 51 5 .2 5 10.00 2 .3 6 2 5 .8 7 7.00 2,01 5 2 7 .5 3 10.00 1 .9 8 3 7 .6 5 8.00 2 .1 9 5 3 7 .1 9 8.00 1,60 8.30 11.00 2 .2 7 54 7 .1 4 10,00 1 .5 6 5 7 .5 5 8 .00 1 .9 6 55 7 .3 8 8.00 1 .7 2 6 8 .0 5 9.00 2.00 5 6 7 .8 3 9.00 2.03 7 7 .3 1 8,00 1 .9 2 57 7 .5 0 8.00 1 ,7 6 8 7.66 8.00 1 .9 6 5 8 8.11 9 .0 0 2 .1 3 9 7 .7 8 8.00 1 .9 1 59 7.60 8,00 1 .7 9 10 7 .3 6 10.00 1 .9 2 60 7 .5 2 8,00 1.66 11 8.06 8 ,00 2 .1 5 61 7 .6 3 8,00 1 .9 0 12 7 .4 2 11,00 1 .7 3 62 7 .7 6 8.00 2.05 13 7 .3 4 10,00 1,86 63 8 ,0 4 10,00 2 .1 9 W 6.88 12.00 2.26 64 8 .0 7 11.00 2 ,3 9 15 6 .1 4 6,00 1 .9 8 ■ 65 7 .9 4 8.00 2.00 16 7 .4 3 7.00 2 .0 3 66 7 .7 3 10.00 1 .9 7 17 7 .5 1 10,00 2 .0 7 6 7 6 .0 5 4 ,0 0 2,65 18 7 .2 9 8.00 1,86 68 5 .2 7 1,00 2,06 19 8.66 12,00 2 .1 8 69 5.60 3.00 2.02 20 4 .0 5 4 .0 0 2 .5 4 70 5 .2 8 1.00 2 .5 4 21 -7 .4 8 11.00 1 .8 9 71 4 .7 7 4 .0 0 2.51 22 7 .4 5 9.00 2 .1 9 7 2 7 .6 3 8,00 ' 2 .0 8 23 7 .3 3 9.00 1 .7 6 73 6 .3 0 10.00 2.30 24 7 .5 5 11.00 2 .1 3 74 7 .5 1 7 .0 0 2.03 25 4 ,8 0 3.00 2.66 75 7 .9 2 8,00 2.03 26 7 .4 3 10.00 2 .2 7 76 4 .9 5 1.00 2 .7 8 27 7 .0 1 11,00 1 .7 1 7 7 7 .8 3 8.00 2 .1 5 28 8 .2 3 11.00 2 .3 4 78 7 .8 9 8.00 1 ,9 8 29 8 .4 2 8.00 2 .5 6 79 7.68 10.00 2 .1 5 3 0 7 .8 3 10.00 2.22 8 0 7 .3 5 8.00 2.03 31 7 .8 1 8.00 1 .9 6 81 6,06 2.00 1.86 32 7 .7 1 11.00 1 .9 3 82 7 .4 1 10,00 2.09 33 7 .4 0 7.00 1 .6 3 83 4 .8 6 1,00 2.21 3k 7 .5 0 8.00 1 .9 1 84 4 .7 4 1,00 2,36 35 7 .7 1 10.00 1 .8 7 85 7 .2 8 10.00 1 ,8 0 2 .4 8 36 5 .7 9 4 .0 0 86 7 .6 5 8,00 1 .9 1 37 7 .8 5 8,00 1 .7 3 8 7 5 .5 5 2,00 2 .4 0 38 7 .3 3 8.00 1 .7 8 88 7 .5 5 11.00 2.21 39 7 .7 4 8.00 1 .7 4 8 9 5 .7 0 11.00 2,21 1(0 7 .4 2 8.00 1 .7 2 9 0 5 .5 4 3.00 2,30 41 7 .8 6 8.00 1 .7 2 91 5 .9 5 2.00 2 ,2 4 4 2 7 .8 5 8.00 1 .6 7 92 7 .2 5 11.00 2,09 4 3 7 .3 3 10.00 1 .9 5 9 3 7 ,6 3 8,00 1 .7 4 1*4 7 .8 5 10,00 1 .9 6 9 4 7 .1 6 8.00 1.89 4 5 7 .6 5 11,00 1 .9 8 95 7 .6 3 8,00 1.86 4 6 7 .8 5 8.00 2.10 9 6 7 .5 7 8.00 1 .7 5 4 7 5 .9 4 10.00 2 .4 1 9 7 4 .1 4 1.00 2,65 4 8 7.26 11.00 1 .7 3 9 8 4 .5 5 2.00 2,61 4 9 7 .3 5 8.00 1 ,8 2 99 7 .8 7 12.00 2 .0 9 1.88 50 6,67 8.00 100 8 .1 4 10.00 . . 2 .3 ? 13? TABLE U

MEANS, MEDIANS AND STANDARD DEVIATIONS FOR STUDENT GROUP BT CONSTRUCT ITEM DATA TTPE 3 (DIFFfcKENCB BETWEEN THE REAL AND IDEAL RESPONSE-- "WIAT TOOK P U C E ") Construct Standard Construct Standard Itom No* Moan Median D eviation Item No. Mean Median Deviation

1 6 .5 2 5.00 1.75 51 5 .4 6 6.00 2,36 2 6 .0 9 5.00 1.79 52 7 .5 9 8.00 I.99 3 7 .7 7 9.00 2.04 53 7.22 7.00 1.59 4 8,11 8.00 2.28 5 4 7 .1 6 6.00 1,58 5 7 .7 7 10,00 1.88 55 7 .3 9 6.00 1.80 6 7 .8 4 8.00 1,86 56 7 .5 4 6.00 1,92 7 7 .3 6 6.00 1.85 5 7 7 .3 8 6.00 1.77 8 7 .4 9 8.00 1.86 58 7 .8 9 6.00 2.04 9 7 .6 7 8.00 1,82 5 9 7 .4 6 6.00 1.76 10 7 .3 9 6.00 1,81 60 7 .4 1 6.00 1,66 11 7 .9 7 7.00 2.10 61 7 .5 4 6.00 1,96 12 7 .5 2 6.00 1.82 62 7 .6 5 8.00 2.09 13 7 .3 9 7.00 2.02 6 3 7 .9 7 6.00 2.18 14 8.67 8.00 2.33 6 4 7 .8 9 6.00 2,37 15 6 .2 7 6.00 2,00 65 7 .7 4 6.00 I.97 7 .6 o 16 10.00 2.11f 66 . 7 .6 7 6.00 2.06 17 7 .4 6 6.00 2.03 6 7 ' 6 .6 1 4.00 2.58 18 7 .1 7 7.00 1,72 68 5 .2 4 6.00 2.06 19 8 .5 1 6.00 2.16 69 5 .5 6 6,00 2,08 4 .3 8 20 6.00 2,514. 7 0 5 .3 5 6.00 2.61 21 7 .4 2 6 .0 0 1,99 71 4 .9 5 6.00 2,64 22 7 .1 9 6.00 2.13 7 2 7 .5 5 6.00 2,14 23 7 .4 1 6.00 1.86 7 3 6 .4 7 6.00 2,45 24 7 .5 1 6.00 2.25 7 4 7 .6 1 6.00 1,98 25 5 .1 5 6.00 2.72 7 5 7 .9 1 6.00 I.94 26 7 .3 5 4.00 2.29 7 6 5 .3 0 6.00 2,84 27 7 .0 1 6 .00 1,79 7 7 7 .8 1 8.00 2,26 28 8 . 1? 8.00 2.42 7 8 7.88 8.00 2,06 . <* 29 8 0 9.00 2,57 79 7.60 8.00 2,06 30 7 .9 4 7.00 2.14 8 0 7 .2 9 6,00 2.01 31 7 .6 3 6.00 1.90 81 6 .1 5 6.00 1,99 3 2 7 .7 0 6.00 1,81 8 2 7 .4 4 6.00 2.14 3 3 7 .3 1 8.00 1.64 8 3 5.01 6.00 2.23 34 7 .5 7 6.00 2.05 8 4 4 .9 9 6.00 2.45 3 5 7 .6 1 6.00 1,91 85 7 .3 4 6.00 1,77 3 6 6.01 6.00 2.50 86 7 .5 7 6.00 1.87 3 7 7 .8 1 6.00 1,72 8 7 5 .9 4 6.00 2.46 38 7 .1 0 6.00 I.73 86 7 .2 7 8.00 2.16 39 7 .8 9 6.00 1.85 8 9 5 .9 2 6.00 2,13 4 0 7 .5 1 12.00 1,82 9 0 5 .9 2 6,00 2.32 4 1 7 .8 9 6.00 1,82 91 6 .1 5 6.00 2.34 4 2 7 .8 0 6.00 1.64 9 2 7 .5 1 6.00 2.07 4 3 7 .1 3 7.00 1.93 9 3 7 .5 2 7.00 1.81 4 4 7 .7 5 6.00 1.98 9 4 7 .2 5 6.00 1,89 45 7 .5 2 6.00 1,97 9 5 7 .6 3 6.00 1.87 4 6 7.66 8 .0 0 I.9 7 9 6 7 .4 ? 6.00 1.81 4 7 6 .0 5 6.00 2.36 9 7 4 .1 4 6.00 2,79 4 8 6 .9 6 6.00 1,58 9 8 4 .8 6 6.00 2,63 4 9 7 .1 4 5.00 1,78 9 9 7 .9 0 6.00 2.25 5 0 6 .5 2 6.00 1,86 100 7 .9 1 6.00 2,30 1 3 8 TABLE 1 2

MEANS, MEDIANS AND STANDARD DEVIATIONS FOR FACULTY GROUP BY CONSTRUCT ITEM DATA TYPE 3 (DIFFERENCE BETWEEN THE REAL AND IDEAL RESPONSE— "WHAT TOOK PUCE'*)

Construct Standard Construct Standard I to n No, Moan M edian D e v ia tio n I tom No. Mean M edian D e v ia tio n 1 6 .2 5 6.00 1 .8 2 51 4 .6 8 5.00 2 .3 5 2 5 .4 6 5.00 2 .4 1 52 7 .4 3 6,00 2 .0 3 3 7 .6 1 6.00 2 .3 7 53 7 .1 8 7.00 1 .6 7 4 8.86 8.00 2 .2 3 54 7 .0 ? 7.00 1 .5 6 5 7 .2 1 6.00 1 .7 6 55 7 .3 9 7 .0 0 1 .5 0 6 8 .7 1 8.00 2 .2 5 56 8 .7 1 8,00 2.12 7 7 .3 9 8.00 1 .8 2 5 7 7 .9 3 6.00 1 .7 1 8 8.21 7.00 2.16 58 8.89 9.00 2.21 9 8.11 7.00 2 .1 8 59 8 .0 4 8.00 1 .8 4 10 7 .5 0 6.00 2.10 6o 7.86 7.00 1 .6 4 11 8 ,3 2 8,00 2 .3 2 6l 7 .9 3 7.00 1 .7 3 12 7 .2 1 7 .0 0 1 .4 5 62 8 .1 8 7.00 1 .9 3 13 7 .2 1 6.00 1 .3 5 63 8.32 8.00 2 .2 4 14 9.**6 9.00 2.01 64 8 .7 9 8,00 2 .2 9 15 5 .8 2 5.00 1 . 9 3 ' 65 8 .6 4 9.00 1 .9 1 16 7.00 7.00 1 .6 7 66 8,00 6,00 1 .6 7 1? 7 .8 2 7.00 2 .0 9 67 4 .3 9 4 .0 0 2 .2 4 18 7 .7 5 6.00 2,10 68 5 .2 9 5.00 2.10 19 9 .2 1 8.00 2.16 69 5 .6 4 8.00 1 .9 1 20 3.21 5 .o o 2 .3 2 7 0 4 .9 3 4 .0 0 2 .3 0 21 7 .7 5 9.00 1 .5 5 71 4 ,1 8 4 ,0 0 2 .0 7 22 8 ,1 8 10,00 2 .2 4 72 7 .9 6 7.00 1.86 23 7 .0 ? 6.00 1 .4 9 73 5.82 6.00 1 .7 9 24 7 .6 4 6 .o o 1,82 74 7 .3 9 7.00 2.11 25 3 .8 6 4 .0 0 2 .2 5 75 8.00 8,00 2 .3 3 26 7 .7 5 6.00 2 ,2 5 76 3 .9 6 5.00 2 .4 3 27 7.00 6.00 1 .4 9 77 7.86 7.00 1.B 3 28 8 .4 3 10,00 2,16 78 7.86 8.00 1 .7 7 29 9 .5 7 10.00 2.26 79 8.00 8.00 2 ,4 1 30 7 .5 0 7 .0 0 2 .5 0 80 7 .5 7 9.00 2.11 31 8 .3 6 6,00 2. 0? 81 5 .8 2 6,00 l . J * 3 2 7 .8 2 8.00 2 .2 7 82 7 .4 3 7 .0 0 2,01 3 3 7.68 7.00 i . 6o 83 4 .3 9 4 ,0 0 2 .1 8 3 4 7 .3 9 7.00 1 .4 2 84 4 .1 1 5.00 1 .9 9 35 8 .0 4 9.00 1 .7 6 85 7 .1 4 7.00 1 .9 6 3 6 5 .1 4 5.00 2 .4 2 86 7 .8 9 7.00 2.06 3 7 8,00 8.00 1 .7 7 87 4 .5 7 5.00 1.88 3 8 7 .9 6 7.00 1 .8 2 88 8.36 7.00 2.22 39 7 .3 9 7 .0 0 1 .3 2 89 5.1** 6,00 2 .2 8 4 0 7 .2 5 7.00 1 .4 3 90 4 .3 9 4 .0 0 1 .9 1 41 7 .8 2 7.00 1 .4 9 91 5 .3 6 5.00 1 .8 9 4 2 8.11 8.00 1.7** 92 6 .5 4 6,00 2 .0 4 4 3 7.86 8.00 1 .9 6 93 8.00 7.00 1 .4 9 4 4 8.21 7.00 1 .9 2 94 7 .0 4 6.00 1,88 4 5 7 .9 6 6,00 2.01 95 7 .6 4 7.00 1 .8 9 4 6 8 .5 4 9 .0 0 2 .3 1 96 7 .8 2 7.00 1 .6 0 4 7 5 .5 7 5.00 2 .6 0 9 7 4 ,0 0 5.00 2 .2 5 4 8 6 .1 4 9.00 1 .9 0 98 3 .5 4 4 .0 0 2 .3 7 4 9 8.00 10.00 1 ,8 1 99 7 .9 3 7 .0 0 1 .5 6 2 ,1 4 5 0 7 .1 4 8.00 1 .9 0 100 8.89 9.00 APPENDIX D

TABLES 13» l ^ t 15

MEANS, STANDARD DEVIATIONS AND t-RATlOS FOR EACH CONSTRUCT DATA TYPE X AND DATA TYPE 2 FOR STUDENT GROUP AND FACULTY ®OUP

139 TABLE 13 HEADS, STAKDAitD DEVIATIONS, ADD t-NATIOS FiVl EACH CONS1HUCT nm i■% w pp * i*"i m'Pi rpvpy

22 2.69 1.78 9.02 1.27 + s 5.0557 72 9,21 1.66 6.18 0.71 + s 11 23 9.6e 1.51 5.75 0.91 + s 3,6696 73 9.11 1.37 3.93 1.71 -::s .5192 2*4 9.10 1.56 5.62 1.09 s 9.6657 79 9.75 1.69 6.19 0.95 + s 3.3902 25 9,96 1.70 2.32 1.39 - s 9.976? 75 9.18 1.60 6.101.10 + s 9 .9SS~ 26 3.13 1.39 9.93 1.99 + s 9.0697 76 5.0* 1,90 3 .00 1.85 - 5 9.39CH 27 9.00 1.96 5.00 1.91 + s 3.9982 77 3.96 1.50 5.82 1.59 + s 5.3192 28 3.25 1.60 5.65 1.28 + s 5.7057 78 3.32 1.07 5.16 1.97 + s 5.9705 29 2.57 1.60 6.19 0.63 + s 8.3023 79 3.39 1,88 5.39 1.59 + s 9.3975 30 9.0? 1.93 5.57 1.73 + s 3.1250 00 3.B9 1.90 5.96 1.90 + s 3.8292 31 3.71 1.90 6.07 1.03 + s 5.9000 81 9.32 1.00 9.19 1.22 -NS ,6923 32 9.59 1.59 6.36 0.97 s 9.1363 02 3.75 1.27 5.18 1.75 + s 3.6666 33 9.71 1.96 6.39 0.6? + s 5.9193 83 9.18 1.56 2.57 1,32 - s 3.8333 3k 5.21 1.1B 6.61 0.56 + s 5.1981 69 9,68 1.23 2.79 1.90 - s 9.9736 35 9.18 1.59 6,21 0.77 + s 6.0C00 85 9.59 1.35 5.6S 1.39 + s 3,0000 36 5.96 1.29 9.61 2.03 :s 1.8695 06 3.93 1.33 5.82 1.99 + s 9.7250 37 9.50 1.95 6.50 0.62 ► s 5.6623 e? 5.09 1,13 3.61 1.86 - ”S 1.9-925 38 9.32 1.51 6.29 0.83 + s 5.6000 as 3.96 1.66 5.82 1,C0 + s 5.9883 39 5.09 1.18 6.93 0.56 •*• s 5.5600 69 9.96 1.59 9.11 1.97 -NS 1.9595 90 5.39 1.92 6,69 0.90 + s 9,9692 90 9,61 1.97 3.00 1.53 - s 9.3513 91 9.69 1.29 6.96 0.57 + s 6.2753 91 9.59 1.27 3.89 1.59 -NS 1.7777 92 9,21 1.37 6.32 0.85 + s 6.3939 92 9.19 1.91 9.68 1.77 +NS 1.3896 93 9.11 1.90 5.96 1.02 + s 9.8997 93 3.19 1.36 5.19 1.3B + S 6.8966 99 9.19 1,60 6,36 0, £9 + s 5.9729 99 9,71. 1.69 5.75 1.50 + s 2,fc£ci 95 3.e6 1.57 5.e2 1.20 + s 5.0256 95 9.57 1.78 6.21 1,26 + s 9.5555 96 3.71 1.85 6.25 0.95 + s 5.7727 96 9,11 1.95 5.93 1.31 + s 5.S70* 97 5.36 1.99 9.93 1.71 -NS .0600 97 3.09 2.06 1.89 1.52 - s 9.6511 98 9.07 1.03 6,21 0.82 + 3 5.7837 98 9.09 1.57 2.93 1.86 -KS 2.173“ 99 9,19 1.60 6,19 0.99 + s 5.7192 99 2.93 1.55 9.36 1,26 + s 6.9333 50 9.96 1.32 5.61 1.29 + s 3.CP10 too 2.93 1.28 .Z*ZL 1.23 + s 7.t9b7 T A B L E 1 5 142 HEA11S i STANDAHD DEVIATION S, ADD t-P.A 7I(>3 iV .l EACH CONStHUCT ______DATA T j f F S l AND DATA TYPE ?. F rit TOTAL GP.PUP______i'.'C) 1 t 'j Vti'J Construct Construct i 1.3 .J1U1 i i.-nta Number I'.ow Std. •'-.nan Std, t Score Nunbor ::oan Std. Euan Std, t Scoro Scoro i:^v. rv.v. Cc'iro > v. 1 5.21 i ,3& 5.7 V 11.47 + 3 2.6000 S& 4,14 1.73 5.72 1.37 + s 7 .227 :: 2 5.54 1 .36 5.63 1.57 ■HIS .4500 53 4.57 1.65 5.80 1.26 + S 6,7777 3 4,10 1 .57 5.88 1.51 + S 3.3478 54 4,80 1.62 5.96 1.1? + S 6.441(4 4 3.46 i.eo 5.57 1.72 + s 0.1153 55 4.65 1,64 6,04 1.13 + S 6,9501- 5 3.92 1. 7 ? 5.70 1.51 + s 8,4205 56 4,21 1.78 5.75 1.36 + S 7,0'.CO 6 3.92 1.61 5.76 1.33 + s 3.7619 57 4,71 1.6 6 6.09 1.19 + s 6 .900c 7 4.55 1.63 5.91 1.14 +■ s 6.4761 58 4,17 1.92 6,06 1.20 + S 8,2173 8 4.50 1.63 5.99 1.36 + s 7.0952 59 4,36 1.54 5.62 1.23 + S 7,3000 9 4.31 1.56 5.99 1.20 + s 8.3500 60 4,34 1.56 5.75 1.27 + S 7.4210 10 4.72 1.74 6,11 —• • •/:• w + 3 Avl nc'-n/y « r 61 4,14 1.60 5.67 t.?8 + S 7.0Cf'n 11 4.30 l.e9 6.2? 1.15 + s 8,2063 62 3.81 1.6? 5.46 i.5 i + S 6,8750 12 4.90 1.74 6.42 0.93 + s 7.6000 63 3.92 1.86 5.90 1.47 + S 7.EB0C 13 4.59 1.79 5.5 7 1.43 +■ 3 6.C4;!t 64 3. £4 2.00 5.72 1.59 + S 7.0COO 14 2.91 1.72 5.59 1,43 + S 10,2692 65 4.35 I .83 6 ,09 1.31 + S 7 .909c 15 5.44 1.46 5.71 1.39 +MS 1,2272 66 4.14 1.75 5.61 1.31 + S 7.26c? 16 4.05 1,80 5.65 1.61 + s 6,6666 67 4.34 1 ,60 4.95 1.66 +NS 2.1C34 17 4.1? 1.64 ■5.64 1.34 + s 6,3475 68 4.C4 1.79 3.27 1.97 - S 3.3&V' IB 4.69 1.57 6.06 1.19 + s 6,157S 69 4.35 1.64 3.91 1,80 -NS 1.9130 19 3.17 1.66 5.69 1.57 + s 10.4583 70 4.49 1.87 3.S4 2.05 -NS 2,2413 20 5.72 1.43 4.10 2.11 - s 5.5862 71 4,40 1.73 3.35 2.05 - s 3. 5COC 21 4.1? 1,66 5.6(J 1.37 + s 6.4545 72 4,30 1.77 5.65 1.43 T S 6,5uCu 22 4.11 1.46 5.30 1.60 + s 4.9503 73 4.34 1.55 4,61 1.79 +NS 1.6755 23 4.22 1.52 5.64 1.24 + s 6.7142 74 4.39 1.76 6.00 1.29 + S 7.31S1 24 4.C4 1.73 5.55 1.50 + s 6.C4C0 75 4,24 1.80 6.15 1.12 + S 8,6618 25 4.39 1.74 3.54 2,15 - s 2.7419 76 <+.50 1.74 3.60 2.22 -::s 2,1675 26 3.67 1.66 5.02 1.63 + s 5.1923 77 3.67 1.92 5.49 1.56 + 3 7.S4E0 27 4,0? 1.37 5.09 1.43 + s 5.0500 78 3.42 1 .60 5.30 1.50 + s S.173 : 28 3.64 2.01 6.01 1.43 + s 8.0370 79 3.69 1.84 5.49 l.5v + S 6.9565 29 3.90 2.G4 5.94 1.54 + s 7.0344 80 4.2? 1.67 5.56 1.40 + S 5.60:6 30 4.02 1.84 5.96 1.19 + s 8.0533 81 4.35 1.49 4.50 I .65 +NS .6El£ 31 4.32 1.56 5.95 1,40 + s 7.7619 82 3.88 1.62 5.31 1.74 + S 6.00CO 32 4.41 1.70 6.11 1.30 + s 8.5000 S3 3.94 1.87 2,95 2.09 - 5 3.9600 33 4.66 1.72 5.97 1.40 + s 7.2777 64 4.19 1.83 3.17 1.80 - s 3.6071 34 4.72 1.86 6.30 1.36 + s 6.es6o 85 4,42 1.60 5.76 1.36 + s 6.7000 35 4.44 1.66 6.05 1.41 + s 7.6666 86 4,29 1.72 5.S6 1.32 + S 7.4761 36 4.71 1.91 4.72 2,26 +NS .0357 67 4.55 1.72 4,49 1.94 -NS ,2142 37 4.31 1.61 6.13 1.05 + s 9.5263 88 3.57 1.66 4.85 1.75 + S 5.2916 38 4.60 1.50 5.70 1.30 + s 5.7E94 69 4.35 1.67 4.27 1.96 -NS ,3333 39 4.29 1.65 6.17 1.16 + 5 9,0000 90 4.52 1.88 4.45 2,11 -N3 .3076 40 4.60 1.51 6.11 1.21 + s 7.5500 91 4,e2 1.56 4,97 1.90 +NS .5769 41 4,04 1.76 5.92 1.39 + s 9.4500 92 3.49 1.63 5.00 1.64 + s 6.5652 42 4.32 1.61 6.13 1.18 + s 10,0000 93 3.99 1.62 5.51 1.35 + S 7.6000 43 4.34 1.59 5.46 1.46 + s 5.1363 54 4,84 1.75 6,09 1.29 + S 5.9523 44 4.38 1.B3 6.13 1.13 + s 7.9545 95 4.4 6 1 .6 0 6.09 1.43 + S 7.7619 45 3.94 1.66 5.46 1.39 + s 6.9090 96 4.49 1,62 5.96 1.50 + S 7.3500 46 4.14 1.73 5.60 1.43 + s 7.5454 97 4,66 1.90 2,80 1.95 - S 6.0000 47 4.90 1.57 4.95 1.51 +ss .1051 08 4,01 2.03 2,88 2.09 - S 3.E0C0 48 5.0? 1.59 6.G4 1.11 + s 5.3333 99 2.77 1.75 4.67 1.79 + S 7 .6OOU 49 4.31 1.69 5.45 1.59 + s 5.7000 100 3.52 1,80 5.44 1.45 + S 7.3461 50 4.39 1.33 4.91 1.42 + s 2.4761 51 4.64 1.58 4.10 2.02 |-NS 2,0000 APPENDIX E

GRAFHS I - XX

MEAN SCORES FOR EACH CONSTRUCT FOR TOTAL GROUP, SUBGROUP STUDENTS AND SUBStOUP FACULTY GRAPH I MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 4 _L A group of people satisfying their own W u - T im m , special needs. R eal

I d e a l

A group of people in a structured learning environment acquiring a special skill. R eal

Id e a l

Considers the needs of the individual 777177777, as primary purpose.

Encourages the learner to set his own pace and makes it possible for him to do so . ZZ2ZZZZZZZZ1_

I d e a l

Promotes the economic and social well­ y . / j j L i n being of the learner. R eal I T 7 .m m jL L *, « *\» . ,•,»** • •. j l Id ea l Y-L/JS T otal Student ■ ■ i Faculty 145 GRAPH I I MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 .8 /2 I 6, Does not impose by authority but shares UMj /T/A out of common concerns* R eal PZT/7/ / / /X 's z s m & s m I d e a l

?, Promotes understanding of his role and TUI jLUJ his relationship toward others in s o c ie ty . z n r y n n / /

I d e a l

8, Encourages development as a more m . r n / u \ independent, deeper thinking individual. R eal

I d e a l

9* Encourages significant, meaningful T r n / n n experiences. R eal m r m n t A

Id e a l

10, Maximum opportunity to learn.by doing zzzzzzz as well as by listening. R eal ’Zi t J U t / n * * *• •• • •/. *> * •. Id ea l 7 ~ m T otal Student E3S3S F aculty GRAPH I I I 146 MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

11, Encourages the expression of views openly and honestly. zzzzzzz

n i i i / n n i

I d e a l

12, Facilities and resources (library, laboratories, computers, audio/visual ZUUJJH equipment, mechanical devices, etc,) are available when needed. EZZ2ZZZZZZ2► < * * .*■ • * fc • ,fc Hm * »*»* Id e a l

13. A place where lateral learning takes z r z n J J X place--learning takes place regardless I*, * ^ * + ** V*, «>i \V*i of the age of the student or the te a c h e r. R eal k z « * .vy.yl

Id e a l

14, Cultural and entertainment opportuni­ ties are made readily available. R eal

15. Emphasis toward working for techno­ ZZZ7ZZZ logical developments. R eal L j - J .- l —l

Id ea l EXX3 T o ta l fc.fr.*;-! S tu d en t F a c ility GRAPH IV 14?

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 4 ta _L 16, The courses and instructors that 7 T L U N \ students register for are the ones th e y g e t. R eal W JW M k I d e a l

17. Students are independent, self- 2ZZ7/V confident, tending to identify with the teacher and see him as a c o lle a g u e . z n / u1 / i

I d e a l

18. Emphasizes personal responsibility.

R eal t j j /:/// A

Id e a l

19* Sem inars f o r s tu d e n ts and te a c h e rs 77JL/.A are encouraged. R eal TfcZUA //A.

Id e a l

20, Students are anxious about grades.

R eal T /T / / .A

I d e a l P7772 Total | Student fSSE&fl F aculty GRAPH V 148 MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 8 / 2 i 21, Classroom work involves energetic efforts by the group to resolve both .interpersonal and cognitive issues* R eal i ^ n r / j \ A

I d e a l

22, Research and publication are encour­ ZZZ//1 aged for faculty members. • * * ‘ * / \ H eal M l/7!/

I d e a l

23, Personal and professional problem 7 7 .7 7 / I situations are simulated to give students relatively non-threatening, R eal direct experience. 777///A.* • •* #•••,• *• * * r r.'i

Id e a l

24, Is involved with rather than separated from the larger community.

ZZZ7.

Id e a l

25, Students are compliant , focused on memorizing material rather than on criticizing it or formulating their 01m id e a s .

Ideal V H h T o ta l ] S tu d en t F a c u lty GRAPH VI 149 MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 4 /2 _L I 26. Provides minority group members -with 7 7 .7 r n unique educational experiences dealing ■with minority life and overcoming R eal minority status. ///////is

I d e a l

2? * Are specific goals of T&y the com­ munity exists*

W 7 7 7 / / A

I d e a l

28, Full open scheduling is provided -with Zt t 'U .A various types of courses and instruc­ tors to choose from.

I d e a l

29. Suitable number and variety of elec­ ZJULLL1 tives are provided. R eal

Id e a l

30, Goals and framework are set in courses ZZZZZ but actual pace and method are student-instructor determined. SSSZZ

Ideal 77771 Total I Student Faculty 150 GRAPH V II MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 4 i / 2 31. A climate for self-realization and individual development. R eal

I d e a l

32, Encourages students to continue ~ZZT / 7 T learning after courses are completed. R eal ZZZZZZZZ2

I d e a l

33* P ro vides f o r maximum s tu d e n t p a r t i c i ­ 7 7 1 7 7 / 7 I . pation in class.

tZJ./ / / / A

3^» Provides well-informed, up-to-date, 7 1 U ./ / A knowledgeable instructors. R eal

I d e a l

35• Enables student to become well-rounded rrj: jr \ p erso n . R eal Z Z 7 -/ / / / / \ V ~\: i »- W i }* V. I Ideal UTU Total Student Faculty- 151 GRAPH VIII MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 4 8 / a 1 _ l 1 36. Has a competitive grading system . ■which serves as an incentive for * ,V*' *, ♦ »’ achievement and an index of accom­ R eal p lish m e n t. *vl

37. Faculty members are innovative, 7.77J / J creative, involved.

,'££?./,/V /I .

3 8 , The professional self-responsibility and competence of all participants is both respected and demanded.

39* Teachers are genuinely interested in ’JO C / / / 1 students first, and how together they can contribute new insights and in­ fo rm atio n . LUJNU\

40, Faculty members are anxious about the L£L/J / A quality of their courses. R eal

TZJ* **>.V«/v I ; *. U•'* *. A « Ui. ■. \ • S Ideal V T71 Total Student Faculty 152 GRAPH IX

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES ‘ - 0 4 6 12 _L 41. Makes each student feel important. ZZZZ7./ k

R eal TT T & t n n ^ V*,V. . - : * r* ’• I d e a l

42. Students are creative, involved. ZZ77-//.I

R eal

u r U ' U M / A

Id e a l

43. Persons collaborate extensively. VTJJJ/S

R eal TT/UJ / / 1

I d e a l

44. Learning to think critically is 77 7 7 / / I emphasized more than memorizing f a c t s . R eal [J £Z7 7 n /I

Id e a l

45. Engages in a vigorous program of remedial and continuing education u m for the local community. R eal

Ideal 171 3 Total Student Faculty 153 GRAFH X

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 <9 /2 _L_ 46, Academic freedom of a ll members is ZZZ2JZQ in s u re d . R eal m m n \

I d e a l

47. Emphasizes respect for authority. 77.7 77 Jl

Id e a l

48, Provides space and solitude for 7777 U A reading/reflection. R eal -JJ'U.U t A

Id e a l

49, Emphasizes acceptance of other U.JJ / n people's peculiarities. R eal T T Z 7 1 / A

Id e a l

50. Relationships are continually drawn r ? / / / / 1 among academ ic f i e l d s o r d is c ip lin e s .

777 /,./J

Ideal IZ771 T o ta l t»t-v S tu d e n t jj&gfeq F a c u lty ISM- GRAFH XI

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 4 6> /

51. The teacher is a formal authority, Z 7 7 7 // V mostly concerned -with his role as an agent of control and evaluation for R eal the system.

Id e a l

52. Encourages leading a happier, more U.Z///A successful, fuller life. R eal 777 Util

Id e a l

53* Stresses honesty and integrity. £777 f / }

R eal 777 ////}

54. There is student-student interaction. HI///*

R eal 77 /////[

Id e a l

55* There is student-instructor inter­ £ZZ7 77 /t, a c tio n . R eal 77.77 / / /I

Ideal 7 7 7 Total Student KalSrffl Faculty GRAPH X II 155

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 4 e _L_ 3 56, There is instructor-administrator IZZZZZ3 interaction* R eal rr? n 7 / 1 j

57. Is a sharing of responsibility to ' u : u /2 teach and a sharing of responsibility rrr to le a r n . R eal

2.7 U // / I

ltd e a l

58, Faculty are not afraid to disagree, compromise, err* R eal Z Z Z Z Z Z Z 1

Id e a l

59. Is freedom to explore and create 777.7 / J -within and without the confines of a course of studies* R eal

...7 Z 7 T J 1 7... / - A ,

Id e a l

60, Happy students who challenge them­ 7 ~ / Z 7 71 selves, fellow students, instructors and administrators to strive for R eal excellence. TZ r? 7 / A * • .• t ; I *„ • 1 ',»*• ' Ideal \7~7~A T o tal I*-***-':-! S tu d en t F a c u lty 156 GRAPH XIII

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 /2 1 I _ l 6i, Happy instructors who challenge them­ V2J.JLLA selves, students, fellow instructors and administrators to strive for R eal excellence. T 7 / 1 / 7 A

Id e a l

62, Happy a d m in is tra to rs who ch allen ge 22 Z71. themselves, students, instructors rSSCSg-y' and fellow administrators to strive R eal for excellence. T7 rrz /1 ajs Id e a l

6 3 , Accept a variety of people—no molds, no molding into "a student" or "a teacher" or "an administrator," Real J i r T ~ n a Id e a l

6k, Bureaucracy is minimized, the organi­ ZI/ /7,\ zation is viewed as the servant of its \T members, not their master. R eal U / / / / I

Id e a l

6 5 , The place has tolerance for differ­ zn / i.j1 en ces. Real TT'/ 7 / 7 J

Ideal \F 7~ 7 T o tal S tu d en t IfiantCr F a c u lty 157 GRAPH XIV

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 8 1 2 I 66. Students are independent, self- VJUUA confident, tending to identify -with the teacher and see him as a col­ R eal lea g u e. 7 / "/ / /~ n

I d e a l

67. Participants think of change as '7 r u J something that happens to them rather than that they are a part R eal of the changing system and have the potential to guide it. n n L Z 3

I d e a l

68, Students are resentful of authority. ZZ.Z7-/1

R eal

Id e a l

69, Students are socially rather than 777 7 ,/ intellectually oriented. R eal 7-2 ~LA

Id e a l

70, All have some important ideas/thoughts T L 7 7 / that they have not had a chance to share -with one another.

I d e a l i r z i T o ta l I ' - Student F a c u lty 1 5 8 GRAFH XV MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 e &

71* People feel they have lots to say but T T ^ / , 7 ? do not have the opportunity to say it. R eal z n i

Id e a l

72, Place seems innovative and exciting and people are interested in expanding T it even further. R eal n / / t /'a

Id e a l

73* People realize they are working in a group or collection of temporariness. R eal LJ / /. L A

Id e a l

Systems are created to identify and Z1/..7 LA meet learning and community needs. R eal

Id e a l

75* There is a sense of unity and working to g e th e r.

Ideal V~7~A Total Iv.'-.v-.i Student Faculty 159 GRAPH XVI

MEAN SCORES OF CONSTRUCTS BY GtOUPS AND CATEGORIES 0 a ia _L_ 76, There is a feeling of the need to be 71A I.» cautious and careful so there are no negative effects. R eal Z. /IZ , A

I d e a l

77, There are small groups meeting somewhat ZZZH regularly, sharing and working on com­ mon i n t e r e s t s . R eal 7 / / / '/ 71

Id e a l

78, There are large groups collected to­ Z~7T7 gether meeting somewhat regularly, sharing and working on common in­ R eal t e r e s t s . ZJ-J / / A

Id e a l

79* Papers, written thoughts, ideas, and Z 7 Z 7 I sayings relating to or not relating to class content are getting repro­ R eal duced by Xerox or other means and are being shared.

Id e a l

80, There are people who are interested in 7 / / 771 identifying where the community is and finding ways of sustaining it.

Ideal Total ESZ3 Student Faculty GRAFH XVII 1 6 0

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 e £ t _L_ 81. There are people -who find ways of 7 - 0 . JA keeping inform ed who b a s ic a lly move away from the setting.

'.jLLU.H

Id e a l

82, The teacher is a facilitator, respond­ ing primarily to the individual stu­ dent' s definition of his own personal R eal and educational goals. 7 3 T / J tt

I d e a l

83. Many people are lonely and feel lost. zzrzn

Id e a l

8^. Emphasizes money and material gain. 73 /-/ /.I

R eal IZZ7)

I d e a l

85. The teacher is a person, trying to com­ municate that, in addition to being a teacher, he has personal interests R eal and feelings and can perform mutually validating person-to-person relation­ ships with others in the class. j Ideal U 1 ~71 Total Student Bftg&a Faculty 161 GRAPH XVIII MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 / 2 _J 86, Participants are able to interact with one another in an atmosphere of sym­ pathy, respect and trust.

Id e a l

87. An instructor is an expert, concerned mainly with transmission of facts and ■•Vv -a ■■•.•■I information. R eal '& U J , A

Id e a l

88, Experimentation with teaching methods IS is the norm rather than the exception. R eal

vl Id e a l

8 9 * Emphasizes discipline, law and order, r n / /i

R eal .H U L

Id e a l

90, The end purpose of the instructional endeavor is the student's completion of a program, and such purpose is R eal normally recognized by award of a de­ gree, Thus it is reasonable to say Z J / / / \ that degrees awarded represent the true output of the instructional pro- Ideal Cess> E Z 2 Total I--1.--.--.! Student rV-”KM Faculty 162 GRAPH XIX

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES

0 /2 £ _J 91. People work primarily as individuals. / / / n\ . — R eal

Id e a l

92. The instructor is an ego ideal* a 7 " / 7 /I model, an example of competence, excitement and energy. R eal TZJZUH

Id e a l

93. Students combine service to the local ( / / / /~3 community with participation in the '■*' v'^ ,¥?=S3E!£ learning community. R eal ~ r / r r 7~/\ Hru ^ ■ft*' Id e a l

9^. Help is always available—you just 7zwmrn\ have to ask for it. R eal

Id e a l

95• Individuality, imagination and r n " / / a creativity are encouraged. R eal

Ideal H77I Total Fo. • l Student Faculty I

163 GRAPH XX

MEAN SCORES OF CONSTRUCTS BY GROUPS AND CATEGORIES 0 8 A? 1 96, Expands the circle of a student's 7 -/ / 7 A awareness from his immediate sur­ roundings to the society and world R eal beyond him.

Id e a l

97. The administration exists only as a Z 7 t i t 1 giant filing cabinet in a desert of red tape, with a one-way power s tr u c tu r e . R eal Z Z 7 7 l i s i Id e a l

98, Are elements of m istrust among members. 1 7 -/ / / I

R eal Z 7 7 1

Id e a l

99. Athletics are an integral part of life. m R eal

Id e a l

100. Is responsive, supportive of new ideas, even if they deeply question and threaten the status quo. R eal

Ideal 1T T 1 \ Total I Student Faculty APPENDIX F

TABLES 16, 1?, 18

ITEM RANK CRDER, REAL AND IDEAL, BY SIGNIFICANCE LEVEL ,01 FCR EACH CONSTRUCT FOR TOTAL ®OUP, SUBCROUP STUDENTS AND SUBGROUP FACULTY

l&J- TABLE 1 6 1 6 5

ITEM RAKK ORDER, REAL AMD IDEAL, BY SIGMIFICAKCB LEVEL FOR TOTAL GROUP

Significance Significance L e v e l Item R e a l I d o a l L e v e l I te m R e a l I d o a l

- 8.0000 20 1 89 + 8.0000 5 2 5 7 4 7 - 7.0000 97 38 100 7 2 49 31 - 5,0000 9 8 62 9 9 5 7 7 63 84 4 ? 97 21 6? 56 83 79 9 8 3 4 8 2 71 4 8 96 4 0 11 4 - 0 0 0 0 25 4 0 95 12 6 1 - 3.0000 76 22 93 5 5 16 16 6 8 7 8 94 4 5 8 0 61 51 23 9 0 30 73 36 7 0 2 5 91 7 7 87 62 - 2 .0 0 0 0 69* 6 8 9 2 8 3 5 2 0 89* 2 9 86 33 18 18 90* 3 2 68 62 8 2 57 - 1 .0 0 0 0 87* 2 0 87 5 7 19 1 0 - 0 .0 0 0 0 36* 7 8 0 + 9.0000 6 4 8 6 4 3 2* 2 6 9 61 65 4 5 4 7* 5 5 2 9 5 3 0 15 91* 15 81 75 5 8 14 67 3 3 84 6 6 71 4 6 + 0 ,0 0 0 0 81* 43 85 86 61 4 0 15* 3 6 4 9 6 37 3 0 + 1 .0 0 0 0 73* 51 82 4 6 7 0 3 3 + 2 ,0 0 0 0 1 4 5 8 9 9 1 0 0 83 + 3 .0 0 0 0 5 0 3 6 76 5 9 55 3 9 + 5.0000 74 2 6 25 3 2 34 13 + 6 .0 0 0 0 92 91 7 9 35 41 2 2 27 7 2 75 6 0 4 6 41 9 4 12 27 31 64 2 8 26 93 7 7 9 3 84 7 0 2 2 90 7 3 5 6 74 3 7 + 7 .0 0 0 0 **3 53 59 2 9 9 2 26 82 83 7 2 6 3 81 3 4 8 0 6 3 6 6 1 0 0 95 6 7 18 1 0 12 4 4 4 4 8 7 26 4 2 11 5 6 3 88 9 4 7 4 9 5 2 21 4 6 14 19 7 8 96 71 13 21 29 + 1 0 .0 0 0 0 2 6 8 9 3 2 16 5 4 51 6 5 5 9 11 65 31 5 0 3 9 2 7 5 ' 17 7 5 65 4 97 60 1 0 • 13 7 5 8 7 6 17 54 9 24 6 8 8 4 9 2 4 69 5$ 3 7 3 9 6 23 4 2 52 4 1 6 0 23 3 8 2 4 3 8 + 1 1 ,0 0 0 0 4 2 4 5 9 3 6 6 4 4 + 1 2 ,0 0 0 0 19 9 8 4 8 5 3 17 35 + 13.0000 14 99 5 3 49 5 0 54 . + 8 ,0 0 0 0 79 85 6 8

(lot significant *UV TABLE 17 KC ITEM RANK ORDER, REAL AND IDEAL, BY SIGNIFICANCE LEVEL FOR S'JB-GROUP STUDENTS

Significance Significance Loval Item Roal Id eal Lovol Item R e a l I d e a l

- 6.0000 97 17 100 + 6.0000 34 13 2 - 5.0000 20 1 89 62 9 0 68 - 3.0000 83 81 98 57 15 12 98 78 99 4 5 8 0 67 8 4 62 97 55 18 20 71 35 95 10 12 9 68 76 96 7 9 86 65 - 2.0000 25 36 94 + 7.0000 56 61 4 4 70* 29 92 64 89 4 8 76* • 28 93 61 68 53 87 * 25 86 29 85 31 51* 19 9 0 6 27 23 - 1.0000 69* 4 2 91 5 2 6 7 4 7 - 0,0000 89 * 44 88 77 9 2 64 90* 26 87 66 69 39 + 0,0000 36* 14 83 33 16 26 4 ? * 7 7 8 59 4 0 3 8 2* 2 5 7 74 3 8 22 91* 10 77 , 100 94 7 0 81* 4 3 85 96 3 0 29 + 1,0000 15* 3 4 9 • 60 4 6 4 5 73 . 4 8 8 2 86 5 7 36 + 2.0000 67 * 4 7 79 4 6 66 4 0 5 0 * 37 8 0 4 0 21 11 1 4 4 6 12 6 1 + 3.0000 3 71 35 93 79 6 3 + 4 .0 0 0 0 22 70 72 99 100 84 + 5.0000 2 7 7 2 74 35 3 2 18 43 4 5 6 6 31 4 9 3 0 26 91 75 95 31 15 88 93 81 6 3 64 34 4 8 5 19 65 41 13 8 0 5 8 61 4 4 39 8 4 9 53 6 9 + 8 .0 0 0 0 28 88 21 3 8 2 0 • 51 3 0 7 7 27 9 4 9 14 4 9 6 60 + 6 .0 0 0 0 24 7 4 6 2 78 9 7 73 13 • 22 25 11 5 4 3 18 8 16 5 8 6 5 17 1? 6 3 5 5 • 9 51 24 5 4 11 2 8 5 62 5 0 21 6 4 5 8 3 2 3 4 10 7 2 55 37 75 5 9 5 9 2 95 76 6 83 4 2 8 2 87 71 + 9 .0 0 0 0 39 5 6 4 7 2 4 3 3 41 75 3 2 16 73 5 4 37 52 6 8 5 33 4 3 + 10.0000 4 2 5 0 7 23 6 0 5 6 14 9 9 5 9 53 23 41 19 9 8 5 2

* Not sleniflc& nt TABLE 16 1 6 7 “ ITEM RANK ORDER, REAL AND IDEAL, BY SIGNIFICANCE LEVEL FOR SUB-GROUP FACULTY

Significance Significance L o v o l Itora R o a l I d o a l L o v o l Item R e a l I d e a l

— 6a 00 0 0 2 0 1 87 + 4 .0 0 0 0 95 31 24 - 4 .0 0 0 0 25 3 7 9 8 13 19 35 84 27 95 24 4 9 4 5 9 7 7 2 100 86 7 0 4 8 71 6 6 99 5 5 17 17 9 0 29 94 4 3 5 9 41 7 6 11 93 + 5 .0 0 0 0 9 4 8 18 . . - 3 ,0 0 0 0 83 53 96 4 5 73 4 6 67 2 0 9 0 22 .97 7 8 - 2 ,0 0 0 0 51 39 91 34 8 2 70* 3 0 88 11 62 1 0 98* 18 97 8 5 8 15 - 1 .0 0 0 0 89* 16 83 77 69 4 7 8?* 12 6 6 6 3 83 4 2 36* 3 80 33 24 11 91* 34 85 7 2 4 6 26 68* 75 9 2 7 8 69 7 0 2* 2 74 88 85 4 9 - 0 .0 0 0 0 6 9 * 81 89 3 9 1 0 8 4 7 * 5 7 7 38 4 2 19 81 * 4 3 82 4 6 79 2 0 73* 6 0 84 4 9 56 29 15* 6 7 2 4 8 6 4 23 + 0 ,0 0 0 0 1* ' 13 69 28 9 0 6 0 + 1 .0 0 0 0 92* 57 79 6 0 4 5 3 7 + 2 ,0 0 0 0 9 4 25 5 8 59 6 8 3 9 + 3 ,0 0 0 0 85 3 3 61 21 6 5 5 4 5 0 3 8 63 5 7 36 9 16 21 55 61 51 3 3 3 0 63 64 9 6 61 4 3 7 4 23 32 3 7 35 5 2? 67 75 62 74 4 0 3 4 7 51 31 7 8 36 + 3 .0 0 0 0 54 9 31 4 4 5 5 13 5 5 4 68 + 6 ,0 0 0 0 35 5 0 2 2 8 2 7 7 71 66 76 5 7 5 2 4 0 4 4 4 1 2 8 7 5 3 15 30 6 93 5 2 2 3 26 5 6 6 4 8 8 34 1 0 14 3 4 2 4 4 16 8 0 71 6 5 9 9 99 81 7 41 5 9 5 6 84 25 + 4 ,0 0 0 0 26 91 . 76 4 96 62 3 2 3 2 12 5 8 87 21 1 2 7 6 9 3 9 2 7 3 7 9 86 6? + 7.0000 100 9 4 5 0 1 8 22 4 65 8 0 14 7 5 5 2 27 19 95 3 8 4 0 4 1 ■ + 8 ,0 0 0 0 29 9 8 2 8 17 82 66 14 100 * 5 3

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