DOCSLIB.ORG

The Rise and Fall of Philosophy of Education: an Institutional Analysis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Rise and Fall of Philosophy of Education: an Institutional Analysis Western University Scholarship@Western Electronic Thesis and Dissertation Repository 6-28-2017 12:00 AM The rise and fall of philosophy of education: An institutional analysis Andrew D. Colgan The University of Western Ontario Supervisor Derek J. Allison The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Andrew D. Colgan 2017 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Social and Philosophical Foundations of Education Commons Recommended Citation Colgan, Andrew D., "The rise and fall of philosophy of education: An institutional analysis" (2017). Electronic Thesis and Dissertation Repository. 4695. https://ir.lib.uwo.ca/etd/4695 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract: Philosophy of education’s academic literature portrays the field as being in decline over the past half century, especially in the once preeminent citadel of initial teacher preparation programs. This decline prompts the broad problem of the proper place of philosophy in teacher preparation. I therefore set out to explain why (in part) this decline has occurred in the English language field by connecting, from the 19th century to the present, primarily in the United States and Britain, but also Canada, two histories: (1) the origins and development of the field of philosophy of education itself, and (2) the institutional history of teacher preparation programs, tracing each from their origins in normal schools and summer seminars, to modern faculties of education. The comparative historical analysis is supplemented by a case study of a particular faculty of education, the J. G. Althouse Faculty of Education, London, Ontario, Canada, using data obtained from interviews with retired faculty members, especially philosophers of education, and examinations of founding documents and course calendars. The theoretical framework selected to analyze the case study and histories was institutional organizational theory, which pays attention to how institutions develop and change in response to environmental conditions. This theory uses a tripartite model of institutions, identifying a “technical core,” where its products are made, administered by a “managerial level,” which coordinates action and diplomatically softens demands made by the wider environment, the “institutional level.” A case is made that philosophy of education, once securely established in the technical core of teacher preparation, has declined as teacher education programs became more institutionalized within the contexts of the rise of the scientific research university and an increasingly bureaucratic public education system, both, in part, favoring graduate programs as the new dominant technical core of teacher education institutions. The consequences of this decline are discussed, identifying implications and a solution for teacher education, its institutions, and teacher professionalism. I conclude that the loss of philosophy in teacher education institutions is one indicator of a trend toward an increasingly institutionalized, illiberal and technical teacher training. Keywords: philosophy of education, teacher education, institutional organizational theory, organizational theory, teacher education curriculum, teacher professionalism, history of teacher education, Althouse College of Education. ii Epigraph [Those] who are not interested in philosophy need it most urgently: they are most helplessly in its power . [They] absorb its principles from the cultural atmosphere around them—from schools, colleges, books, magazines, newspapers, movies, television, etc. Who sets the tone of a culture? A small handful of men: the philosophers. Others follow their lead, either by conviction or by default. ~ Ayn Rand, Philosophy: Who Needs It? 1984, p. 6. iii Acknowledgements: I must begin with my deepest gratitude to my supervisor, Dr. Derek Allison who agreed to take on this supervisory role even with his retirement in present view! He has tirelessly reviewed my drafts, sometimes second drafts, and has played such a positive role in this whole process. It was very evident to me early on that Dr. Allison was a great mentor and a person who supported my ideas yet could suggest alternatives which guided me to areas that broadened my horizon and the depth of my research. I appreciate the time he set aside for me to meet on many occasions, and his expertise on many fronts introduced me to new thinkers and works, fueling our discussions not only on the dissertation but also on wider issues in public schooling. I will carry his intellectual guidance with me for years to come. Many thanks! Thank you to the reviewers of the manuscript of this work: Dr. Margaret McNay, Dr. Michael Murphy, and Dr. Jerry Paquette. Thank you also to Patsy Allison for comments on the first draft of the case study. All of the comments and insights were extremely helpful in getting the manuscript polished and prepared. Thank you to the participants of the research—the many retired faculty members and others who supported my work with their statements which fill this dissertation. It was a joy to hear the stories from just over a half century of history of what was then known as the Althouse College of Education. Due to these contributions, part of the history of this institution may now be found in print. There are a number of people who have helped me develop my skills as an instructor while a doctoral student that I wish to acknowledge and thank. When teaching Social Foundations, Pat Moore guided my instruction of teacher education students. Our conversations in preparation for class about professionalism, the duty to students above all else—treating policy as a guide, never an absolute—and the courage needed to dissent from policy when it fails students, was invaluable. Thank you to Dr. Chris Viger of the philosophy department at Western University who agreed to provide private seminars in philosophy of education when no such coursework existed iv at the university. These meetings were essential to the design of a philosophy of education elective course I offered to B.Ed. students at the Faculty in 2014 and 2015. This course, Developing Your Philosophy of Education, could not have been possible without the support of Dr. Margaret McNay, associate dean of the Faculty of Education. It brought an explicit philosophy course back to the students, at least for a time, and gave me invaluable experience with students and teaching philosophy of education. Thank you, Dr. McNay. Thank you to those who helped me with the resources for building this dissertation. This included the education library staff at the Faculty, who quickly learned my name by my peculiarly frequent requests for philosophy of education books, most of which came from Library Storage due to their disuse, or had to be sent for from abroad. My thanks are also due to Irene Birrell of the University Secretariat who located and scanned many University Senate Minutes pertaining to the founding and institutional changes of the Faculty. Special thanks are due to my family and friends who supported my efforts. The intellectual discussions, satiating food, and emotional support fuelled the endurance needed to complete this book-length work. All of you have aided my development as an academic, an instructor, and a researcher, I thank you for your time, patience and advice over the years of this project. v Table of Contents Lists of Tables, Figures, and Appendices .................................................................................................... ix List of Abbreviations, Citation-style, and Pronouns ..................................................................................... x Chapter 1 – Problem and Theoretical Framework ........................................................................................ 1 The Problem ............................................................................................................................................. 4 Approach to Inquiry – Institutional Organizational Analysis ................................................................ 11 Chapter 2 – Schoolkeeping: Pedagogy and Teacher Education in the Nineteenth Century ....................... 18 Status of Teacher Education .................................................................................................................. 19 Normal Schools ................................................................................................................................ 23 Teacher Education as Pedagogy ....................................................................................................... 27 Pedagogy as a Discipline ....................................................................................................................... 29 What is pedagogy? ............................................................................................................................ 29 Philosophy in Pedagogy: Precursors to the Philosophy of Education ................................................... 38 Institutionalization of Pedagogy ....................................................................................................... 42 Summary
Load more

Recommended publications
  • AN INTERVENTION SPECIALIST's JOURNEY THROUGH the ZONE of PROXIMAL DEVELOPMENT a Dissertation Submitted to the Kent State Univ
    AN INTERVENTION SPECIALIST’S JOURNEY THROUGH THE ZONE OF PROXIMAL DEVELOPMENT A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Carol A. Carrig May, 2016 © Copyright, 2016 by Carol A. Carrig All Rights Reserved ii A dissertation written by Carol A. Carrig B.S., Kent State University, 1978 M.Ed., Cleveland State University, 2004 Ph.D., Kent State University, 2016 Approved by _________________________, Co-director, Doctoral Dissertation Committee Alicia R. Crowe _________________________, Co-director, Doctoral Dissertation Committee Jennifer L. Walton-Fisette _________________________, Member, Doctoral Dissertation Committee Melody Tankersley Accepted by _________________________, Director, School of Teaching, Learning and Alexa L. Sandmann Curriculum Studies _________________________, Interim Dean, College of Education, Health Mark A. Kretovics and Human Services iii CARRIG, CAROL A., Ph.D., May 2016 Teaching, Learning and Curriculum Studies AN INTERVENTION SPECIALIST’S JOURNEY THROUGH THE ZONE OF PROXIMAL DEVELOPMENT (269 pp.) Co-Directors of Dissertation: Alicia R. Crowe, Ph.D. Jennifer L. Walton-Fisette, Ph.D. This self-study focused of an intervention specialist’s decision-making process in designing instruction for students with special needs and those at risk in learning. Vygotsky’s Sociocultural Theory and the Zone of Proximal Development (ZPD) provided the lens through which this research was conceptualized and viewed. The purpose of this research study was to utilize a reflective thinking practice in examining my part of the teaching/learning cycle discerning what information lead to decisions in creating scaffolds for students’ zone of proximal development.
    [Show full text]
  • French Group Will Not Join Honoraryfrat
    VOLUME XII RICE INSTITUTE, HOUSTON, TEXAS, MARCH 4, 1927 NUMBER 19 Slaughter Predicts China FRENCH GROUP Achievement Hjertberg Rounding Track Future World Power; Says WILL NOT JOIN Within the past four weeks the Team Into Condition For Thresher staff has been: Elements Evolving Already 1. Classified as low-grade mo- Season; Relays Are First HONORARYFRAT rons by a biology prof. 2. Reprimanded by the Student Lea Hlboux, French club of the In- Council. MCWM PROF Junior Prom stitute, will not accept the invitation 3. Ridiculed by the Rice Owl, Affirmatives OWL AGGREGATION recently extended to them to join outstanding humorous publication DELIVERS Heta Pi Theta, honorary French fra- on the campus. Take Prison IS STRONG IN ALL SECOND Is Elaborate, ternity, it was decided at the regular 4. Stigmatized as colossal idiots meeting of the club Thursday night, by an eminent doctor of business OF LECTURE SERIES Gay Function February 24. administration. Farm Debate I EVENTS THIS YEAR The reason for the refusal, as stated Dr. J. W. Slaughter gave the second 5. Listed by a leading banking With the dates of the Texas and One of the gayest and most elabor- by Morgan Carson, president, was that The affirmative of the question, i lecture of his aeries at South End institution as employees of Sam Rice Relay Carnivals but three weeks ate dances in the history of Rice was membership in a Greek letter fratern- "Resolved, that the State of Texas j auditorium Sunday afternoon. The Bennett, business manager of the in the future. Coach E. W. Hjertberg, held Tuesday night, when the class ity, even an honorary one such Beta should abolish its present system of substance of this lecture was that he estimable publication.
    [Show full text]
  • Farewell the Program Follows: Interna- Fall from the British-German Angle
    Page Four DAILY WORKER. NEW YORK, SATURDAY, APRIL 6, 1929 Soviet Literature Is Vigorous MERRYMAKERS RETURN TO GARDEN ‘Man’s Estate, New Comedy um •-- mbobol "» was¦¦¦ - Reaction to New LNe in USSR Presented at the Biltmore ¦ i use m jjm? .ge.-g. -earc. W ’ .HMSM—I VA ===THKATRE GUILD PRODUCTIONS - By ELI B. JACOBSON , the impassable gulf between the two THE Theatre Guild presented its ' * Paradoxical as it may seem, the generations cherishing hostile ideol- fifth production of the season, Music Notes of literatures of imperialist America ! ogies. And with what absence “Man’s Estate,” a comedy by Bruce tears, wringing of hands, signs and Blackmar, at and Communist Russia have much in Gould and Beatrice the Fania Bossak, soprano, will give lamentation. The same emotional common. Both are young, vigorous Biltmore Theatre. recital Town Hall Monday by study- a song at MAN’S ESTATE and crude, and are in the stage of restraint is shown those A story of life in a small western changing sex and marital night. growing adolescence. From both ing the town, it is always interesting and By BEATRICE BLACKMAR BRUCE GOULD freudianism, and exudes the smelly atmosphere of the | relations. No dilettante keeps the audience on the alert dur- nor no un- Winifred Purnell, pianist, will ap- factories, both are shaken by the torturing introspection, ing the three acts. With the usual p|T ’T’A/fCYDT7 THEA., 47th St. W. of B’way. Eves. 8:50 pear in debut recital at Steinway A J.VIUAIV.E, & Saturday city upon rural married fathers, bachelor husbands; capable direction, Matinees Thursday at 2:40 impact of the culture Guild cast and it Hall Wednesday evening, April 17.
    [Show full text]
  • GIPE-004524-Contents.Pdf
    THE NEW DECALOGUE OF SCIENCE THE NEW DECALOGUE ·oF SCIENCE By ALBERT EDWARD WIGGAM LONDON & TORONTO ]. M. DENT AND SONS LTD A.ll rights rum~etl 'Mcuk onJ. Printed in Greqf Briiain by Butler & Tanner. Ltd., Frome onJ LtmJon TO MY WIFE Whose extensive readings in the literature of biology, psychology, genetics and heredity have alone made this book possible, and whose eyes have for many years largely taken the place of my own, this effort to think about things, instead, of fictions, wish-fancies and symbols of things, is affectionately dedicated. PREFACE AM indebted in many ways to many men either I through their books or public lectures or through personal letters, stray remarks and casual observa­ tions, or else through long continued table talks, sometimes extended into grey morning hours, those priceless hours when men think in each other's pres­ ence aloud. In some or all these respects I am indebted to Frederick Adams Woods, Professor Edward L. Thorndike, Everett Dean Martin, Pro­ fessor John Dewey, James Harvey Robinson, Doc­ tor Irwin Edman, Professor Thomas Hunt Morgan, Doctor Charles B. Davenport, Doctor Raymond Pearl, Professor E. M. East, Professor G. T. W. Patrick, Professor F. C. S. Shiller, Alleyne Ireland, Judge Harry Olson, Professor Franklin H. Giddings and Professor William MacDougal. Deeper, however, than to anyone else, perhaps, is my debt to my boyhood teacher in ethics and philosophy, the late Doctor Daniel W. Fisher, Presi­ dent of Hanover College, whom, although his immense scholarship was largely that of a past age of thought, I still regard with reverence as having been one of the great teachers of the world.
    [Show full text]
  • Crowd Psychology and American Culture, 1890-1940
    "Mental Epidemics": Crowd Psychology and American Culture, 1890-1940 Eugene E. Leach In 1900, disillusioned with high-powered newspaper work and weary of cities, progressive journalist Ray Stannard Baker quit New York and fled to Arizona. Going west to find himself was a gesture of affiliation sanctified by both national myth and his family folklore of pioneer stock ancestry and his father's move west to start over after failing in business. But the Arizona deserts had no power to heal him. In his memoirs he recounted a moment of reckoning with the omnipotence of crowds: he could not forget the congestion that lay just beyond the horizon. For better or worse, to him America was epitomized by suffocating New York: What a different world I knew from that of my ancestors! They had the wilderness, I had crowds. I found teeming, josding, restless cities; I found immense smoking, roaring industries; I found a labyrinth of tangled communication. I found hugeness and evil.1 Baker decided that learning to navigate this world of crowds would be "the prime test" of the modern citizen. E. A. Ross had a grimmer and more intellectualized encounter with crowds. In 1894, he jotted down "thirty-three distinct means by which society controls its members" in a list that became twenty American Journal of Sociology articles and the popular book Social Control (1901).2 Ross' work grew from his assumption, shared with Frederick Jackson Turner, that the closing of the frontier would 0026-3079/92/3301 -005$ 1.50/0 5 inaugurate a difficult new epoch for America.
    [Show full text]
  • Sunday, November 15, 2020 and We Have Done Those Things Which We Ought Not to Have Done
    Creeds for Communion Almighty and Merciful Father Almighty and merciful Father, we have erred and strayed from your ways like lost sheep; we have followed too much the devices and desires of our hearts; we have violated Your holy laws; COVENANT CHURCH ● 781-646-9027 ● 9 WESTMINSTER AVENUE, ARLINGTON, MA 02474 ● WWW.COVMIN.ORG we have left undone those things which we ought to have done; Sunday, November 15, 2020 and we have done those things which we ought not to have done. But You, O Lord, have mercy upon us; Order of Service spare those who confess their faults; restore those who are penitent; Call to Worship according to Your promises declared unto mankind in Christ Jesus our Lord; Singing and grant, O most merciful Father, for his sake, that we may hereafter live a godly, righteous, and 1. Your Great Name We Praise (see pp. 2 for lyrics) sober life, 2. Such an Awesome God (see p. 2 for lyrics) to the glory of Your holy Name. 3. Waymaker (see p. 3 for lyrics) Amen. 4. The Stand (see p. 3 for lyrics) Offertory Prayer The Good News of Jesus Christ We believe in the Good News of Jesus Christ Sermon: which has been preached to us, Beware the Crowd: Jeremiah 26:7-15, 24 (see pp. 4- which we have received, 6) and upon which we have taken our stand: that Christ died for us Communion (see p. 1 for creeds) according to the Scriptures that he was buried, Final Song: that he was raised on the third day See a Victory (see p.
    [Show full text]
  • Cooper Union Courses Since 1918
    THE PEOPLE'S INSTITUTE NEW YORK CITY OFFICE: 70 FIFTH AVENUE Conducts Educational Work in: COOPER UNION MANHATTAN TRADE SCHOOL "The People's Institute may be called a mature educational enterprise for adults and a clear demonstration that adult education has its place in the social scheme- that there can be adult education, if under the proper auspices, and that it is of immeasurable benefit under the proper auspices." -Nathaniel Peffer in "New Schools for Older Students." THE PEOPLE'S INSTITUTE THE PEOPLE'S INSTITUTE ~=================================~ ~!====================================~ BOARD OF TRUSTEES Activities of the Institute HENRY DE FOREST BALDWIN, Chairmau SAM A. LEWISOHN, Treasurer ('T' HE People's Institute was founded in 1897 by a group JOHN G. AGAR ELLWOOD HENDRICK -.L of New York's public spirited citizens on the initiative GEORGE W. ALGER EVERETT DEAN MARTIN of Charles Sprague Smith. Its original purpose was to LEROY E. BOWMAN MRs. M. D. HERTER NORTON provide a forum for the free discussion of public questions, LINCOLN CROMWELL EDWARD F. SANDERSON M RS. W. MURRAY CRANE HAROLD SPIELBERG and for the first twenty years of its existence its main ERNEST G. DRAPER JAMES P. W ARBASSE functions were those of a lyceum and forum, with a few P ARKER McCoLLESTER, Secretary of the Board social service features. The Institute's Sunday evening meetings inspired the organization of the Open Forum ADVISORY COUNCIL National Council and the spread of the forum idea. FRANK L. BABDOTT CHARLES H. INGERSOLL EARL BARNES MISS ANNIE B. JENNINGS The Institute has a record of twenty-nine years' work ALFRED J.
    [Show full text]
  • HOW to READ a BOOK a Guide to Reading the Great Books
    HOW TO READ A BOOK A Guide to Reading the Great Books by Mortimer J. Adler Table of Contents Preface PART I . THE ACTIVITY OF READING CHAPTER ONE To the Average Reader 1 2 3 4 CHAPTER TWO The Reading of "Reading" 1 2 3 4 5 CHAPTER THREE Reading is Learning 1 2 3 4 5 6 CHAPTER FOUR Teachers, Dead or Alive 1 2 3 4 6 CHAPTER FIVE The Defeat of the Schools 1 2 3 4 5 6 7 8 CHAPTER SIX On Selfhelp 1 2 3 4 PART II . THE RULES CHAPTER SEVEN From Many Rules to One Habit 1 2 3 4 – 5 – 6 CHAPTER EIGHT Catching on From the Title 1 2 3 4 5 CHAPTER NINE Seeing the Skeleton 1 2 – 3 – 4 5 6 7 CHAPTER TEN Coming to Terms 1 2 3 4 5 6 CHAPTER ELEVEN What's the Proposition and Why 1 2 3 4 5 6 7 CHAPTER TWELVE The Etiquette of Talking Back 1 2 3 4 5 CHAPTER THIRTEEN The Things the Reader Can Say 1 2 3 4 5 CHAPTER FOURTEEN And Still More Rules 1 2 3 4 5 6 7 8 PART III . THE REST OF THE READER'S LIFE CHAPTER FIFTEEN The Other half 1 2 3 4 5 CHAPTER SIXTEEN The Great Books 1 2 3 4 5 6 7 8 CHAPTER SEVENTEEN Free Minds and Free Men 1 2 3 4 APPENDIX: GREAT BOOKS OF THE WESTERN WORLD Imaginative Literature HISTORY AND SOCIAL SCIENCE NATURAL SCIENCE AND MATHEMATICS PHILOSOPHY AND THEOLOGY GATEWAY TO THE GREAT BOOKS IMAGINATIVE LITERATURE CRITICAL ESSAYS MAN AND SOCIETY NATURAL SCIENCE MATHEMATICS PHILOSOPHICAL ESSAYS Preface ---- In this special edition of How to read a Book, I can make clear what was not entirely clear when the book was first published in 1940.
    [Show full text]
  • John Dewey, Everett Dean Martin, and Reflective Thinking
    THE PHILOSOPHER AND THE LECTURER: JOHN DEWEY, EVEREtt DEAN MARTIN, AND REFLECTIVE THINKING Michael Day and Clifford P. Harbour ABSTRACT Adult education scholars have not yet examined the connections between the philosopher, John Dewey, and the lecturer on adult education, Everett Dean Martin. These scholars generally portray Dewey as indifferent to their field. However, Dewey’s correspondence with a New York newspaper editor in 1928, recommending Martin’s The Meaning of Liberal Education, raises interest- ing questions about these two men and their interest both in the meaning of adult education and in reflective thinking. For Dewey and Martin the value of education engaged in by adults was not merely voluntary participation in an activity but meaningful growth aided by reflection. This study examines the connection between these two figures and explains why Martin’s views may have resonated with Dewey and how they shared critical values pertain- ing to adult education. In March 1928, John Dewey responded to a request from Marie Meloney, editor of the New York Herald-Tribune Sunday Magazine, and offered his recommenda- tions on recently published texts on education. Dewey wrote, “I think the best ed- ucational books of recent publication are Bode, Modern Educational Theories . Kilpatrick, Education for a Changing Civilization . & Martin, The Meaning of a Liberal Education”.1 This was not the first time Dewey recommended Everett Dean Martin’s book. In 1927, the editors of the Journal of the National Education Associa- tion approached Dewey and asked, “What book have you recently found especially worthwhile? Something that you have read easily, eagerly, and with profit—either in the field of education or out of it.”2 Dewey identified two books; one of them was Martin’s The Meaning of a Liberal Education.
    [Show full text]
  • Awake for Freedom's Sake Other Books by Leonard E
    AWAKE FOR FREEDOM'S SAKE OTHER BOOKS BY LEONARD E. READ Romance of Reality (o.p.) Pattern for Revolt Instead of Violence Outlook for Freedom (o.p.) Government: An Ideal Concept Governo Urn Concito IdeaL Why Not Try Freedom? (,por Que No Ensayar La Libertad? Elements of Libertarian Leadership Anything That's Peaceful Todo Por La Paz The Free Market and Its Enemy El Enemigo del Mercado Libre Deeper Than You Think Accent on the Right The Coming Aristocracy Let Freedom Reign Talking to Myself Then Truth Will Out To Free or Freeze Who's Listening? Having My Way Castles In The Air The Love of Liberty Comes the Dawn LEONARD E. READ AWAKE FOR FREEDOM'S SAKE The Foundation for Economic Education, Inc. Irvington-on-Hudson, New York 10533 1977 THE AUTHOR AND PUBLISHER Leonard E. Read has been president of The Foundation for Economic Education since it was organized in 1946. The Foundation is a nonpolitical, nonprofit, educational institution. Its senior staff and numerous writers are stu­ dents as well as teachers of the free market, private own­ ership, limited government rationale. Sample copies of the Foundation's monthly study journal, The Freeman, are available on request. Published September 1977 ISBN-0-910614-58-X Copyright © 1977 by Leonard E. Read Permission to reprint granted without special request Printed in U.S.A. TO: ... all those, in every land, WIIO are awake to the opportunities freedom affords. CONTENTS 1. AWAKE FOR FREEDOM'S SAKE As tall oaks from little acorns, so great souls emerge from the humble search for improvement.
    [Show full text]
  • Adler Mortimer
    HOW TO READ A BOOK A Guide to Reading the Great Books by Mortimer J. Adler Table of Contents Preface PART I . THE ACTIVITY OF READING CHAPTER ONE To the Average Reader 1 2 3 4 CHAPTER TWO The Reading of "Reading" 1 2 3 4 5 CHAPTER THREE Reading is Learning 1 2 3 4 5 6 CHAPTER FOUR Teachers, Dead or Alive 1 2 3 4 6 CHAPTER FIVE The Defeat of the Schools 1 2 3 4 5 6 7 8 CHAPTER SIX On Selfhelp 1 2 3 4 PART II . THE RULES CHAPTER SEVEN From Many Rules to One Habit 1 2 3 4 – 5 – 6 CHAPTER EIGHT Catching on From the Title 1 2 3 4 5 CHAPTER NINE Seeing the Skeleton 1 2 – 3 – 4 5 6 7 CHAPTER TEN Coming to Terms 1 2 3 4 5 6 CHAPTER ELEVEN What's the Proposition and Why 1 2 3 4 5 6 7 CHAPTER TWELVE The Etiquette of Talking Back 1 2 3 4 5 CHAPTER THIRTEEN The Things the Reader Can Say 1 2 3 4 5 CHAPTER FOURTEEN And Still More Rules 1 2 3 4 5 6 7 8 PART III . THE REST OF THE READER'S LIFE CHAPTER FIFTEEN The Other half 1 2 3 4 5 CHAPTER SIXTEEN The Great Books 1 2 3 4 5 6 7 8 CHAPTER SEVENTEEN Free Minds and Free Men 1 2 3 4 APPENDIX: GREAT BOOKS OF THE WESTERN WORLD Imaginative Literature HISTORY AND SOCIAL SCIENCE NATURAL SCIENCE AND MATHEMATICS PHILOSOPHY AND THEOLOGY GATEWAY TO THE GREAT BOOKS IMAGINATIVE LITERATURE CRITICAL ESSAYS MAN AND SOCIETY NATURAL SCIENCE MATHEMATICS PHILOSOPHICAL ESSAYS Preface ---- In this special edition of How to read a Book, I can make clear what was not entirely clear when the book was first published in 1940.
    [Show full text]
  • TEACHERS AFFECT ETERNITY a Very Good Friend of the Overstreets Was Professor Abraham H
    CHAPTER EIGHT SUMMARY AND CONCLUSIONS: TEACHERS AFFECT ETERNITY A very good friend of the Overstreets was Professor Abraham H. Maslow who provided the world with a theory of human motivation that has become extremely popular in psychological areas of research. Maslow described a hierarchy of needs that move from physiological needs to safety needs to belonging and love needs to esteem needs to the ultimate need for self- actualization. If one is to be ultimately at peace with oneself “what a man can be, he must be.”1 Harry and Bonaro Overstreet appear to be two people who fit the description of becoming everything that they were capable of becoming. Their accomplishments in the fields of philosophy, psychology, adult education, mental health, poetry, and political ideology were astounding. Their contribution in writing and lectures were awesome. One suspects that Professor Maslow would agree as he addressed one article on “Science and Self-Actualization” in July 1965 “For the Overstreets with all my admiration.”2 In his book, Motivation and Personality, Maslow quoted freely from The Mature Mind in describing the concept of love in self-actualizing people. He noted that Overstreet described love of a person, not as possession but as an affirmation of that person’s right to his unique being.3 When the definitive history of the adult education movement in the United States is written, the names of Harry and Bonaro Overstreet should loom large in describing the vitality of the movement in the years following World War I. Their influence as authors and teachers stand alongside other famous names in the field: Eduard Lindeman, Everett Dean Martin, Lyman Bryson, Alvin Johnson, Cyril Houle and Malcolm Knowles.
    [Show full text]