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TITLE NOTE Jan 72 DOCUMENT R ES UM E ED 062 305 SP 005 696 TITLE Purpose and Process: Readings in Educational Research and Development. Appendix 2 to Hearings on H. R.3606 and Related Bills to Create a National Institute on Education Before the Select Subcommittee on Education. INSTITUTION Congress of the U.S., Washington, D.C. House Committee on Education and Labor. PUB DATE Jan 72 NOTE 144p..; Committee Print AVAILABLE FROMSuperintendent of Documents, U. S. Government Printing Office, Washington, D. C. 20402 EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Educational Accountability; *Educational Attitudes; Educational Development; Educational Methods; *Educational Objectives; *Educational Philosophy; *Educational Research; Essays; Research Committees ABSTRACT During 1970-71, the Select Subcommittee on Education of the House Committee on Education and Labor held 8 days of hearings on the establishment of a National Institute of Education. This document is the second of three appendixes on the hearings and contains essays by scholars who have studied the aims of educat:Lon, the issues of educational research, and ways of improving methods of teaching. Subjects covered include the philosophy of American education; aims, forms, and techniques of education; educational reform; nonverbal communication; early childhood intervention; home visiting programs for parents; competence motivation; accountability; home background and school performance; innovative planning; and the airrs and methods of the School Council in England. (Refer to James Report SP 005 637 for additional information on School Council.) A list of contributing authors is included. (Related documents SP 005 695 and SP 005 697 contain appendixes1 and 3.) (KIM) 92d Congress 1 2d Session f COMMITTEE PRINT IA r41 PURPOSE AND PROCESS: READINGS IN EDUCATIONAL RESEARCH Li! AND DEVELOPMENT APPENDIX 2 TO HEARINGS ON H.R. 3606 AND RELATED BILLS To CREATE A NATIONAL INSTITUTEON EDUCATION BEFORE THE SELECT SUBCOMMITTEE ON EDUCATION COMMITTEE ON EDUCATION AND LABOR HOUSE OF REPRESENTATIVES U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE GF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVEO FROM THE PERSON OR ORGANIZATION 0RIG INATING IT. POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU CATION POSITION OR POLICY. JANUARY 1972 Printed for the use of the Committeeon Education and Labor CARL D. PERKINS, Chairman U.S. GOVERNMENT PRINTING OFFICE 65-714 WASHINGTON :1972 :** COMMITTEE ON EDUCATION AND LABOR CARL D. PERKINS, Kentucky, Chairman EDITII GREEN, Oregon ALBERT 11. QUIE, Minnesota FRANK THOMPSON, JR, New Jersey JOIIN M. ASHBROOK, Ohio JOHN II. DENT, Pennsylvania ALPHONZO MIL, California ROMAN C. PUCINSKI, Illinois OGDEN It. REID, New York DOMINICK V. DANIELS, New Jersey JOHN N. ERLENBORN. Illinois JOHN BRADEMAS, Indiana JOHN DELLENBACK, Oregon JAMES G. O'HARA, Michigan MARVIN L, ESCH, Michigan AUGUSTUS F. HAWKINS, California EDWIN D. ESIILEMAN, Pennsylvania WILLIAM D. FORD, Michigan WILLIAM A. STEIGER, Wisconsin PATSY T. MINK, Hawaii EARL P. LANDOREBE, Indiana .TAMES H. SCHEUER, New York ORVAL HANSEN, Idaho LLOYD MEEDS, Washington EARL B. RUTH, North Carolina PHILLIP BURTON, California EDWIN B. FORSYTHE, New Jersey JOSEPH M. GAYDOS. Pennsylvania VICTOR V. VEYSEY, California WILLIAM "BILL" CLAY, Missouri JACK F. KEMP, New York SHIRLEY CHISHOLM, New York PETER A. PEYSER, New York MARIO BIAGGI. New York ELLA T. GRASSO, Connecticut LOUISE PAY IIICKS, Massachusetts ROMANO L. MAZZOLL Kentucky HERMAN BADILLO, New York SELECT SUBCOMMITTEE ON EDUCATION JOHN BRADEMAS, Indiana, Chairma PATSY T. MINK, Hawaii OGDEN It, REID, New York LLOYD BLEEDS, Washington ALPHONZO BELL, California JAMES H. SCHEUER, New York EARL F. LANDOREBE, Indiana JOSEPH M. GAYDOS, Pennsylvania ORVAL HANSEN, Idaho WILLIAM "BILL" CLAY, Missouri EDWIN D. ESIILEMAN, Pennsylvania SHIRLEY CHISHOLM, New York JACK F. KEMP, New York ELLA T. GRASSO, Connecticut PETER A. PEYSER, New York ROMANO L. MAZZOLI, Kentucky JAMES G. O'HARA, Michigan JOHN H. DENT, Pennsylvania CONTENTS rage FREE SCHOOLS AND FREE MEN, Walter Karp 1 THE BREAKDOWN OF SCHOOLS: A PROBLEM OR A SYMICOM?, Ivan Illich 9 THE SCHOOLING INDUSTRY AS A POSSIBLY PATHOWGICAL SEC- TION OF THE AMERICAN ECONOMY, Kenneth E. Boulding 24 NOTES ON EDUCATIONAL REFORM, David Reisman 36 OPPORTUNITY AS IT IS RELATED TO HOME BACKGROUND AND SCHOOL PERFORMANCE, Forest L Harrison 56 NONVERBAL COMMUNICATION, Paul and Happie Byers 62 EARLY CHI LDII00D INTERVENTION :THE SOCIAL SCIENCE BASE OF INSTITUXIONAL RACISM, Stephen S. and Joan C. Baratz 70 HOME VISITING PROGRAMS FOR PARENTS OF YOUNG CHIL- DREN, Susan W. Gray se LEARNING TO LEARN IN INFANCY : TEE DEVELOPMENT OF COM- PETENCE MOTIVATION, Michael Lewis 91 CHANGING A LARGE STATE EDUCATION DEPARTMENT, Norman D. Kurland MAKING RESEARCH FINDINGS AVAILABLE, William G. Monahan 103 STUDYING ACCOUXTABILITYA VIEW FROM A STATE DEPART- MENT OF EDUCATION, Robert E. Weber 109 THE SCHOOLS COUNCIL, Geoffrey Caston 119 HUMAN RESEARCH AND HUMAN AFFAIRS, Sheldon H. White 131 3 INTRODUCTION In volume ono of this series of background papers to the House Select Subcommittee on Education of the Education and Labor Com- mittee hearings on the proposal to create a National Institute of Education, there were published a series of essayson the record and problems of Federal educational research. In this volume that series continues. _Here, however, the essays are more than a catalog of subjects for research and reports on work that has been done. One of the most important tasks in education is the continual redefinition ofpurpose, and this is a fiekl in which there can be significant disagreement. Two essays reprinted here make this point acutely vivid. Walter Karp, a philosophical young New York editor, maintains with fero- cious directness that since the foundinAr of the American Republic education has strayed fiom the ideal of "education for free men,"a theme echoed by Ivan Illich in his paper "The Breakdown of Schools: A Pmblem 01,9 Symptom ?" Whether one shares the views of these writers or not, one must recognize in their writing a. conviction which represents a strong challenge to define satisfactorily what ar e. our goals. Kenneth E. Boulding, in an address to the American Educational Research Association reprinted here, inquires whether the "schooling industry" is a pathological sector of our economy. Pointing to the rise in the costs of education, the problematical nature of its benefits and the consequent difficulty in knowing whatprocesses are cost effective by what standards, Boulding outlines issues which will be the grist for much hard thought for years to come. David Reisman, a Harvard sociologist. is equally ivide-tanging in his paper adapted from his recent Festschrift to Erich Fromm. Taking Fromm's psychological work as his guide, Reisman explores the wide array of criticisms made of American higher education, and some of the solutions being tried at the moment and weights these alternatives. All these papers have considered American education philosoph- i cal 1 y, looking to aims and I:onsidering whether the forms and tech- niques of education are in fact suited to thmi aims. In his contribution Prof. Forest Harrison of Claremont Graduate School compares American education at the elementary level with that of five other countries and assesses the ability of each educational system to proykle equal learning opporemiities regiiLes of holm) background or learning ability. Harrison's interculturalassessment of educational opportunity leads us miturally to consider another manifestation of intercultural education, our own mulfiplicity of cultures in the schools. The gulf of opportunity between white and black Americans has narrowed in the past decade, but for all of this it is nonetheless an urffent subject for our study, particularly to the extent that errors of omission or commis- sion in our schools may contribute to that gulf. Paul and Happie (V) 4 VI Byers contribute the results of their most. interesting study of the dif- ferences in communication styles between white and black children and draw sonie conclusions in the form of suggestions for working as- sumptions in our schools. Steven and Joan Baratz, examine the underlying assumptions of intervention programs that tacitly label Negro behavior as pathological and suggest that failure to recognize and utilize existing cultural forms of the lower class black community dooms such programs to failure. Following are papers by Susan W. Gray and Michael Lewis who report their views and research results in very early childhood pro- grams. Norman D. Kurland gives a graphic report on innovative planning that. failed and innovative planning that seems on its way to success in the New York State educational system. Robert Weber brings a State official's viewpoint to his overview of proposals for advancing accountability in education, and Geoffrey Castonl the Joint Secretary of the English Schools Council, writes about the aims and methods of the organization in which he works. Because the relationship of scientific research to governmental policy is often a most difficult problem, volume II closes with a thoughtful essay on jtu-A that subject, Sheldon White's "Human Research and Human Affairs." I feel that his paper lends depth to our thinking about the purpose and pmeess not just of education but of the scientific knowledge base upon which it. must rest. JotrY BRADEmns, Chahman, Select Subcommittee on Education. PURPOSE AND PROCESS: READINGS IN EDUCATIONAL
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