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Xerox University Microfilms 300 North Zoeb Road Ann Arbor, Michigan 48106 74— 3356 WILLIAMS, David Carlton, 194-7- ALIENATION AND SCHOOLING: TOWARD NON-INSTITUTIONAL CURRICULUM DESIGNS. The Ohio State University, Ph.D., 1973 Education, curriculum development University Microfilms, A XEROX Company, Ann Arbor, Michigan (c) Copyright by David Carlton Williams 1973 ALIENATION AND SCHOOLING: TOWARD NON-INSTITUTIONAL CURRICULUM DESIGNS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University B y David Carlton Williams, B .S., M.A. J l , • )# J * V T * V The Ohio State University 1973 Reading Committee: Approved By Professor Alexander Frazier Professor John Ohliger ' "p> j - Professor Donald Bateman _________ \ C —— A d v iso r Faculty of Curriculum and Foundations College of Education ACKNOWLEDGEMENTS During what I believe to be the most critical period of my education, Paul Klohr has been not only a friend and guide, but has come to personify for me what a good teacher is. I could never repay the debt to him for the confidence and wisdom which he passed to m e . 1 am also grateful for the support and counsel of Professors JohnOhliger, Donald Bateman, and Alexander Frazier, of Education, and of Professor E. O. Arewa, of Anthropology. Professor John Champlin, of Political Science, was particularly helpful in my studies of Plato's political ideas. Professors Gregory Thomas and A, Donald Bourgeois, of the Black Education Center, have likewise assisted me in many ways over the years. 1 will never be able to fully measure the value of my associations with Bill Pinar, Maxine Greene, Vic Edmonds, Tim Leonard, Ron Davis, Paul MacMinn, Louis Hunt, Dave Chandler, Jay Cummings, Bernie Mehl, Francine Shuchat, Mary Gregory, Kelly Duncan, Margaret Mordy, Loyal Gould, Jeannie English, and the thousands of students I have had during the past few years. Each of them has provided unique insight on both the topics of this dissertation and the values to which I aspire. My wife, Pat, deserves more than thanks. She has done more than her share. The typist for the final draft, Jane Wyatt, is gratefully acknowledged for her skill and persistence in its preparation. Finally, I can not neglect my appreciation for most of the other people in this University for demonstrating to me what I would wish not to make of my life or the lives of others. VITA S e p tem b er ,1947 Born, Tiffin, Ohio 1965 Attended Heidelberg College, Tiffin, Ohio 1 9 6 6 -1 9 6 9 Bartender, road repairman, galvanizing equipment operator, construction laborer, and plant security guard. 1969 B.S, in social studies education, The Ohio State University, Columbus, Ohio. 1 9 6 8 -1 9 7 3 Various experiences in organizing, consulting, and teaching with various social service agencies, drug crisis centers, runaway houses, public and parochial schools in the Columbus area. 1970 M .A. in curriculum, The Ohio State University. 1970 Research Specialist, computer- assisted instruction, Office of the Vice-President for Academic Affairs, The Ohio State University. 1 9 7 1 -1 9 7 3 Teaching Associate and Coordinator, Black Education Center, The Ohio State University. PUBLICATIONS "Stop the Dissertation!", Educational Leadership, April, 1971. "Adult Needs Today: The Fruits of Neglect," Adult Education, Fall, 1971. "Review of To Live on This Earth: American Indian Education, by Estelle Fuchs and Robert J. Havighurst,11 Educational Studies, Summer, 1973. "The Implications of Career Education for Adult Education," Mountain-Flains Adult Education Journal, Summer, 1973. FIELDS OF STUDY Major Field: Curriculum Theory and Development Studies in Curriculum. Professor Paul R. Klohr Studies in Urban Education. Professors A. Donald Bourgeois and Gregory Thomas Studies in Adult Education. Professor John Ohliger Studies in Philosophy of Education. Professor Bernard M ehl v TABLE OF CONTENTS Pa-gg ACKNOWLEDGEMENTS ............................................................................. ii VITA ........................................................................................................................... iv LIST OF ILLUSTRATIONS .................................................................... v ii C h ap ter I. INTRODUCTION ...................................................................... 1 II. ALIENATION IN PERSPECTIVE ............................. 20 in. ALIENATION AND E D U C A T I O N 128 IV. ELEMENTS OF NON - INST IT UTIONAL CURRICULA ............................................................................... 176 V. RECOMMENDATIONS AND CONCLUSIONS ... 199 BIBLIOGRAPHY .................................................................................................. 206 LIST OF ILLUSTRATIONS Figure I, Developmental Curriculum Elements 186 Figure 2. Confluent Curriculum Elements 188 v ii CH APTER I INTRODUCTION Schooling leaves an indelible taint on those it touches. Like most institutions, whether family, church, political system, or profession, schooling molds the individual to a distinct mind-set and ideology, whether or not it provides one with useful skills or a body of knowledge. The effects of schooling have proliferated throxighout the world and their influence pervades social fabric and individual psyche alike. In an era in which the ability to at least marginally direct the actions and opinions of a subject population appears to be waning for many institutionalized bodies, schooling has retained and, to some extent, has even advanced its sphei*e of influence. In this vein, Illich^ has observed that throughout Latin America, the majority is so enamored by the possibility of advance­ ment through institutionalized education that it allows itself to be schooled "in a sense of inferiority toward the better-schooled." *Ivan Illich, Deschooling Society, New York: Harper and Row, 1971, p. 7. 1 Discovering the "hidden curriculum", J a c k s o n ^ has detailed the "rules, regulations, and routines" the three R's that most students master to avoid excessive frustration in schools. Snyder has suggested that hidden curricula play a dynamic part in determining senses of worth and self-esteem among both college students and faculty, while other researchers have discovered that schools affect not only the acquisition of academic skills among young children, but likewise the student's "style of thinking and the meaning and value he assigns to intellectual activity. Further, the intricate role schools play in breeding non-democratic political socialization has been examined by Apple and others,^ ^Philip W. Jackson, "The Student's World," in The Experience of Schooling, edited by Melvin L. Silberman, New York: Holt, Rinehart, and Winston, 1971, pp. 9-25. ^Benson R, Snyder, The Hidden Curriculum, New York: Knopf, 1971. 4pa tricia Minuchin et al. , The Psychological Impact of School Experience, New York: Basic Books, 1969, p. 182. C Michael W. Apple, "The Hidden Curriculum and the Nature of Conflict," Interchange, Volume 2, Number 4, 1971, pp. 27-40; John Weiser and James Hayes, "Democratic Attitudes of Teachers and Prospective Teachers," Phi Delta Kappan, Volume 47, Number 9, May, 1966, pp. 470-481; Robert E. Mainer, "Attitude Changes in Intergroup Programs," in Anti-Democratic Attitudes in American Schools, edited by H. H. Remmers, Evanston, Illinois: Northwestern University Press, 1963, pp. 122-154. 3 while Holt has awesomely described the manifest fears of children confronting the monolith of adult expectations in the schools. None of these traits have much to do with the acquisition of skills and knowledge

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