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AVAILABLE from Frazier, Alexander Adventuring, Mastering, Associating DOCUMENT RESUME 3D 125 074 EA 008 400 AUTHOR Frazier, Alexander TITLE Adventuring, Mastering, Associating: New Strategies for Teaching Children. INSTITUTION Association for Supervision and Curriculum Development, Washington, D.C. PUB DATE 76 NOTE 141p. AVAILABLE FROMAssociation for Supervision and Curriculum Development, Suite 1100, 1701 K Street N.W., Washington, D.C. 20006 ($5.00) EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Change Strategies; *Curriculum Development; Curriculum Enrichment; Educational Improvement; Educational Innovation; Educational Theories; Elementary Secondary Education; Equal Education; *Humanistic Education ABSTRACT All children have a right to learn what is most worth learning, but for some children this right has often not been realized. An important need is to define the elements ofan "equal rights curriculum" that meets the needs of all children.One of the important elements of such a curriculum is "adventuring." Through more extensive and intensive interaction with various environments and cultural realms, adventuring broadens children's base for learning and enlivens the whole educational process. "Mastering" is another element of the equal rights curriculum. All children, including those who have been traditionally undertaught, must succeed in mastering the educational fundamentals and muchmore as well. "Associating" is the final important curricular element. Children who may have been mistaught about racial-ethnic, gender, and class differences need the correction that comes from interacting with all kinds of children and from studying the social aspects of human behavior. This proposed curriculum is meant to help those children Who have been traditionally undertaught, but it should also benefit children who have been overtaught, as well. (Author/JG) *********************************************************************** Documents acquired by ERIC include many informal unpublished *materials not available from other sources, ERIC makes every effort* *to obtain the best copy available. Nevertheless, items of marginal * *reproducibility are often encountered and this affects the quality * *of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document Reproduction Service (EDRS). EDRS is not *responsible fcr the quality of theoriginal document. Reproductions* *supplied by EDRS are the best thatcan be made from the original. * *********************************************************************** "PERMISSION TO REPROOUCE THIS U.S. DEPARTMENT OF HEALTH, COPYRIGHTED MATERIAL SY MICRO. EDUCATION &WELFARE FICHE ONLY HAS BEEN GRANTEO BY NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO OUCEO EXACTLY AS RECEIVED FROM TO ERIC ANO ORGANIZATIONS OPERAT THE PERSON OR ORGANIZATION ORIGIN. INC UNOER AGREEMENTS WITH THE NA ATING IT, POINTS OF VIEW OR OPINIONS TtONAL INSTITUTE OF EOUCATION STATED DO NOT NECESSARILY REPRE UR THE R REPRODUCTION OUTSIOE SENT OFFICIm. NATIONAL INSTITUTE OF THE ERIC SYSTEM REQUIRES PERMIS EOUCATION POSITION OR POLICY SION OF THE COPYRIGHT OWNER " Adventuring, Mastering, Associating: New Strategies for Teaching Children Alexander Frazier" 0O qttl Association for Supervision and Curriculum Development co Suite 1100, 1701 K Street, N.W. Washington, D.C. 20006 y 2 Copyright Lr 1976 by the Association for Supervision and Curricu- lum Development. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from thepublisher. The materials printed herein are the expressions of the writers and not necessarily a statement of policy of theAssociation. Stock number: 611-76080 Library of Congress Catalog Card Number: 76-11655 ISBN 0-87120-079-1 Final editing of the manuscript and publication of this booklet were the responsibility of Robert R. Leeper,Associate Director and Editor, ASCD publications. Production was handled by -Elsa Angell with the assistance of Nancy Olson, Teola T. Jones, and Polly Larson, with Caroline Grills as production manager. The cover and design of this booklet are by Peter A. Nisbet. The photograph on page 26 is courtesy of the Washington, D.C., Public Schools. The photograph on page 54 is courtesy of the Mont- gomery County (Maryland) Public Schools,William E. Mills, photog- rapher. Those on pages 84 and 112 are from the North Carolina State Department of Public Instruction and the National Institute of Educa- tion, respectively. 3 i Contents Foreword Delmo Della-Dora iv 1 A Need for Newness 1 2Adventuring 27 Mastering 55 4Associating 85 5 On Our Way 113 iii Fofeword It is always a pleasure to talk with Alex Frazier or to read material prepared by him. This publication gives a very special pleasure. In addition to his ow n lively and creative concepts, the author treats us to a wide array of viewpoints from such diverse sources as James Baldwin, Thoreau, Whittier, Dewey, Piaget, Christopher Jencks, Horace Mann, Audubon, Mark Twain and Yehudi Menuhin...to mention just a handful of the several score who are selectively quoted throughout the text. This work represents Alexander Frazier's attempt to describe what he calls an "equal rights curriculum for all children." He uses the ru- brics of "adventuring," "mastering," and "associating" as the organizing elements of the proposed curriculum. This is, to say the least, an ambitious venture and one which the reader w ifind stimulating, perhaps even dismaying at times, but cer- tainly well worth reading in any event. Set ase time to savor and to enjoy fully the language of expression as well as the ideas which Professor Frazier sets forth in the following pages. You'll be glad you did. DELMO DELLA-DORA, President 1975-1976 Association for Supervision and Curriculum Development iv 5 Need for Newness All men and women are created equal. Weseem to agree on that. But what about children? As we look aroundits today, we are newly conscious of children's tights and their violation. Somechildren plainly have better chances than othersto grow up strong and whole. And such unevenness prevails in almost every realm of being. Need this be true of schooling? That is whatconcerns us here. We believe that we can and must do something aboutdiscrepancies in the quality of children's education. Thus,we are proposing a cur- riculum that will be good for all children. However, beforewe lay out our proposals, we will try to answer some sensible questions. Whomost needs a new curriculumand why? Who 'tires?What may stand in our way? Where We Come From The statewide system of free schools for children proposedby Thomas Jefferson in his Plan for Education in Virginia (1779)was de- signed to realize two objectives. Accessto three years of reading, writing, and arithmetic would render members of the electorate "safe"to serve as the "ultimate guardians of their own liberty." Andto protect the commonwealth and the republic against the dearth of talentpredicted by some critics of egalitarianism, the ablest childrenwere to be "raked from the rubbish" each year for further education. 1 G Adventuring. Mastering. Associating 13.1, the mid-1800's the tone of support had become less condescend- ing and more fen ent. In his Tenth Annual Report (18 -16) as secretary of the Massachusetts State Board of Education, Horace Mann contended that ...the natural life of an infant should be extinguished as soon as it is burn. or the means should be pros ided to sa% e that life from being a curse to its possessor, and. therefore, eery State is morally bound to enact a code of 1.-ms legalizing and enforcing infanticide or a code of laws establishing free schools. From the larger perspective of Leaves of Grass (1855), Walt Whitman called for redemption of the outcast and the underdog ("'WhoeN er degrades another degrades me") as well as an enlargement of'. social responsibility: I speak the password primeval. I give the sign of democracy, By God! I will accept nothing which all cannot have their counterpart of on the same terms.' The scene was set. Universal education was well on its way to being accepted as a personal right and a public responsibility. By the end of our first hundred years, in most of the states the struggle to secure free schools had been won. Our second century, if we view it as a w hole, may be seen as having been taken up with realization of the free school dream. We must give ourselves credit where it is due. Today all our children are in school. Moreover, they go to school twice as many' days each year as did the children of 1876. Our older youth, most of them, are in school, too. And half our high school graduates continue for a year or rhore of higher education. Thus today w hen «e talk of equal opportunity for learning, we are nor thinking about money and numbers.' Our focus is on something else. The new challenge is surely as dramatic and perhaps as difficult of realization. But it is different in kind from public school support and total enrollment. The new challen. before us may be phrased in several ways. Childrenall childrenhave a right to learn ,what is taught. All chil- dren have a right to successful teaching.Equal access to successful teaching belongs to all children. Theirs is the right to learn whatever it I Walt Whitman. "Song of Myself." In. Poems. New York: Modern Library, 1921. pp, 41-15. 2 Except where "preschuolers'icerned. As a society we have yet to decide who is going to look our for the very young. 7 .4 Need for Newness takes to keep optionsopen to further learning. Some of us may contend that all children havea right to learn whatever anyone can learn that will enrich or enlarge human experience. At its simplest the ncClallenge could be put thisway: All chil- dren have the same right to do well in school.In its most complex form, the challenge might readas follms: All children have an equal right to profit fully from a broadiy based schoolprogram.
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