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University Microfilms, a XEROX Company , Ann Arbor, M Ichigan 72 - 4-581 MILLER, Wesley Carrol, 1926- EDUCATION AND THE EMERGING HUMANIST MOVEMENT. The Ohio State University, Ph.D., 1971 Philosophy University Microfilms, A XEROX Company , Ann Arbor, Michigan EDUCATION AND THE EMERGING HUMANIST MOVEMENT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Wesley Carrol Miller, B.S., M.A, ***** The Ohio State University 1971 Approved by n / /I l Adviser Faculty of Special Services PLEASE NOTE: Some Pages have in d istin c t p rin t. Filmed as received. UNIVERSITY MICROFILMS ACKNOWLEDGMENTS To Professor Joseph Quaranta for picking me up when I was really down. To Professor Loren Tomlinson for sticking with me since 1958. To Professors Paul Klohr and Alexander Frazier for service on my Dissertation Committee. To my son and daughter, Scott and Kathy, whose lives represent in the concrete what this dissertation presents in the abstract. To me, for the Perversity to Be. ii VITA I1 August 3, 1926 ......... Born - Grand Rapids, Michigan 1951 ..................... B.S., Central Michigan University, Mount Pleasant, Michigan 1951 - 1952 . .......... Teacher, Kent County, Michigan Schools 1952 - 1958 ........... Salesman, Bissell Sweeper Company and Baby Mine Co., New York and Columbus 1958 - 1968 ........... Teacher, Upper Arlington Schools, Columbus, Ohio 1969 - 1971 ........... Teaching Associate, The Ohio State University, Columbus, Ohio PUBLICATIONS "Sixth Grade Pupils Invent Number System," Upper Arlington News, November 24, 1961, p. 8. Time for Decision, Columbus, Ohio: Upper Arlington Educa- tion Association, 1964. "People Science Activities for Elementary School," Washing­ ton , D.C .: National Science Teachers Association Con­ vention Reports, 1970, p. 81. FIELDS OF STUDY Elementary Education: Professor Loren Tomlinson Elementary Science Education: Professor Marlin Languis Curriculum: Professor Jack R. Frymier ^For Vita II see Appendix A. iii DISSERTATION COMMITTEE Chairman: Professor Joseph Quaranta Members: Professors Paul R. Klohr, and Alexander Frazier TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................ .......................... ii VITA X .................. ................................ iii CHAPTER I. INTRODUCTION .................................... 1 The Problem Stated The Problem Explicated The Remainder of the Study II. HUMANISM: THE CONCEPT AND ITS HISTORY . 6 Humanism Defined History of Humanism Summary III. HUMANISM: THE PREVAILING STATUS TODAY .... 13 Introduction Societal Criticism The Determinants of Humanism: Senseless Agencies and Articulated Beliefs The Contemporary Image of Man: Scientific/Rational Man Educational Criticism Summary IV. THE EMERGING HUMANIST MOVEMENT ................ 69 The Emerging Image of Man Sources of the Emerging Image of Man The Realization of the Emerging Image of Man Summary v TABLE OF CONTENTS (continued) CHAPTER Page V. THE INFLUENCE OF THE EMERGING HUMANISM ON EDUCATION 162 The Influence of the Emerging Humanism Outside the Educational Establishment The Influence of the Emerging Humanism Within the Educational Establishment The Significance of the Humanist Movement in the Schools VI. EDUCATIONAL IMPLICATIONS OF THE EMERGING HUMANISM 186 APPENDIX A VITA II 243 BIBLIOGRAPHY 258 vi CHAPTER ONE INTRODUCTION The Problem Stated The general problem to which this research was ad­ dressed is the present state of American society and educa­ tion, a state which may be characterized as one of crisis and change. The specific problem was to examine the state of both the society and the schools from a humanist point of view and to describe the educational implications seen as a consequence of this examination. The Problem Explicated This study was based on the premise that there is a clear need for a new pattern of education to be devised arising from and responsive to the profound changes which are taking place in the social structure of America. America is a divided society. On one side is the traditional cul­ ture — the majority — the product of the view that the proper functioning of man is achieved by the application of rationality to that which is empirically verifiable. This is the scientific/rational mode. It is directed external 1 to the person and has utility as its justification. Western man has been dedicated to this mode for over a century and it has influenced his whole life style -- his way of think­ ing# acting, behaving. Ranged on the other side is an emerging subculture, consisting mostly of young people, who feel that man is primarily a feeling, sensing, emotive, psychic being. Their mode of functioning turns inward on the individual person and gains its justification from the quality of personal experience. This means of functioning has produced its own set of values and a distinctive life style, a highly visible one that contrasts vividly with the life style of the dominant culture. Today these two factions are polarized and the fabric of the nation is torn -- adult versus youth, parent versus child, the establishment versus the counter culture. In response to this turmoil the cry, "Bring us together," is heard. Viewed in its broadest sense, it is to this plea, "Bring us together," that this research is directed, for the problems of the society and the schools are seen to be in­ extricably related. The crisis of the society is mirrored in the schools: students increasingly alienated from their teachers lash out at the system with acts of violence; lost public confidence in the schools is reflected in widespread financial crises; teacher militance makes school closings commonplace; and, perhaps worst of all, the charge is made that the schools 3 are failing to educate adequately the bulk of their students either for lives of personal fulfillment or useful societal roles. Part of the change taking place in connection with this crisis includes a re-examination and restructuring the phil­ osophical bases underpinning both the schools and society. This re-examination is coming from a multiplicity of sources and includes reformulated views of man himself — new images of man that differ from society's dominant image -- that of man as primarily a scientific/rational being. These new images appear to have been influential in creating change within society for they are being actualized in the lives of citizens throughout the land and are being manifested through the proliferation of subcultural groups with differ­ ing values and life styles. The youth culture is the most obvious and striking example. The schools are inescapably involved in these changes. New views of education are being formulated which reflect new philosophies* A variety of educational techniques are being worked out that concretize these philosophies. Inno­ vative schools and programs are springing up nationwide. And for those for whom no satisfying public school program is available there are alternative schools popping up all over to accommodate their notions of what education ought to be. Not all are changing, however: conventional schools continue to operate along traditional lines, but the 4 response of their charges to their lack of sensitivity to the changes taking place in the society make their position increasingly unstable. Such, then, is a capsule description of the present state of affairs. The function of this research is to ex­ amine the matter from a humanist viewpoint; humanism being defined as direct concern for the welfare of man — a view that stands in contrast with concern for ideas, beliefs, things, or doctrines. The research seeks to answer these questions: To what extent is present society and tradition­ al schools seen to be humanistic? What about the changes? Is there a humanistic trend in what is occurring? What ef­ fect has all this had on education? Are the schools becom­ ing more, or less, humanistic? And if the answers to these questions are found, what does this mean for education? What are the educational implications? The Remainder of the Study In order to achieve the answer to these questions this investigation proceeds through the following steps: (1) Humanism is defined and a brief history of its development in society is given. (2) The present society and the schools, together with the image of man upon which both are based, are examined to determine the extent to which they reflect the humanist ideal. (3) A description is given for a new image of man that is emerging in the society as a 5 result of influences in science, existentialism, psychology, general semantics, and Zen Buddhism. The relationship of this image to humanism is determined. (4) Evidence is pre­ sented that this emerging image of man is being actualized in the society through humanistic psychology and the youth culture. The humanistic nature of this movement, too, is examined. (5) A description is given of the influence of the foregoing movement on educational literature and prac­ tice within both established schools and alternative schools. (6) Implications are presented which the investigator has formulated as a result of the study. CHAPTER TWO HUMANISM: THE CONCEPT AND ITS HISTORY Humanism Defined The word humanism has two general meanings. One, not forming the focus of this research, refers to the study of the humanities: Latin and Greek classics, literature, phi­ losophy, art, languages, history, politics, and so forth. The second usage of the term, the meaning concerned with in this study, is variously defined as follows: The general outlook which finds central importance and value in man — his abilities, aspirations, and achieve­ ments in his earthly life. — Encyclopedia Inter­ national. * A way of thought and life which takes as its central concern the realization of.the fullest human career. — Collier’s Encyclopedia. Any system or mode of thought or action in which human interests, values and dignity predominate. — Tbe Random House Dictionary of the English Language. A doctrine, set of attitudes or way of life centered upon human interests and values...devotion to human welfare: interest and concern for man. — Webster's Third New International Dictionary.4 ^Stephen A. Emery, "Humanism,” Encyclopedia Inter­ national, 1968, VIII, p. 36. 2Max C.
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