INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or “target" for pages apparently lacking from the document photographed is “Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of die material being photographed the photographer followed a definite method in “sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 74-3239 MACIOCI, Jr., Ralph Nikolas, 1941- RATIONALE AND ORGANUM FOR THE COMPLETION OF HUMANITY THROUGH THE ACQUISITION OF CONSCIOUSNESS. The Ohio State University, Ph.D., 1973 Education, psychology University Microfilms, A XEROX Company, Ann Arbor, Michigan Copyright© . by Ralph Nikolas Macioci, Jr* 1973 RATIONALE AND ORGANUM FOR THE COMPLETION OF HUMANITY THROUGH THE ACQUISITION OF CONSCIOUSNESS Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Ralph Nikolas Macioci, Jr., B. A*, M*A* ****** The Ohio State University 1973 Reading Coirmlttee: Approved by Joseph J. Quaranta Paul R. Klohr Donald R. Bateman Adviser Department of Humanities Education ACKNOWLEDGMENTS I wish to express my gratitude to Professor Paul Klohr, Facility of Curriculum and Foundations, and Professor Donald R* Bateman, Faculty of Humanities Education, Doth of the Ohio State University, for having belief in my ideas and for helping whenever they could* Special thanks to Professor Joe Quaranta, also of Ohio State University* I acknowledge Alfred A* Knopf, Inc* for permission to quote from the works of P* D* Ouspensky and the Viking Press for permission to quote from the works of Abraham Maslow. For her tolerance of my indecipherable handwriting, her dedication to the typing of the first draft, and her help with a myriad indespensable details, I offer no less than praise to MisB Kay Martindale* Additionally, I wish to thank Mrs* Nelda.E* Trentanelli for her perfect typing of the final copy* To my parents, Mr* and Mrs* Spiellman, my brother, Michael, and my aunts, Elizabeth LeBlanc and Ada Fountain, I owe my feelings of being loved and supported* R.N.M* ii VITA April 1, 1941* * * • B o m - Columbus, Ohio 1964 • •**•••• B.A., The Ohio State University, Columbus, Ohio 1964-196 5............ Teacher of English, South Court Street Junior High, Circleville, Ohio 1965-196 6 ............ Teacher of English, Training Institution of Central Ohio, Columbus, Ohio 1967-1969* Teacher of English, Franklin Junior High School, Columbus Public School, Columbus, Ohio 1970 «••••••• M.A. , The Ohio State University, . Columbus, Ohio 1969-1973* ***** Teacher of English, Yorktown Junior High School, Columbus Public Schools, Columbus, Ohio PUBLICATIONS "Clarity” and "Each Winter" The Ohio State University Lantern. Vol. IXXXTflHo• 111 (March 9 , 1 902) ,p. 2* "Song of Emily Dickinson" and Declining Vulture" Ethos. Vol. I, no. 1, (Spring, 1963)* PP* 14-15* "Drosophila; Visit After Sunday School" Ethos. Vol* I, no.2 (Winter, 1964), p* 1o. FIELDS OF STUDY Major Field: Humanities Education Studies in English Education. Professor Donald R* Bateman Studies in Curriculum and Foundations* Professors Paul R. Klohr-and Joe Quaranta. iii I TABLE OP CONTENTS ACKNOWLEDGEMENTS * . ........................ ii VITA . •............. iii * INTRODUCTION. .............. 1 CHAPTER I. PREPARATION FOR PHILOSOPHICAL POSITION REGARDING CONSCIOUSNESS............. 5 Man's Solvability Limitation (26)— Man*b S olvability Limitation in the Province of Education (40)— First Premise; Man is an Incomplete Being (56)— The Possibility of the Acquisition of New Levels of Consciousness (62)— Third Premise; Consciousness AffectB Educational Ambience (65) CHAPTER II. THE NEW GENERALIZATION............ 76 Intuition and Science (8 8 )— Positivism and Science (91)— A Different Method (9 4 ) — Phenomena (97)— Noumena( 101)— Intuition and the Evolution of the Intellect (112)— Mysticism (116)— Unity of Experience as Proof of Mystical Experience (124)-:*-Coimmmicating Experience (136) — Religion as Proof for Validity of Unity of Mystical Experience (148) CHAPTER III. SELF EVOLUTION. ........ 157 • Two Systems of Psychology( 160)— Species Evolution and Individual Evolution(163) — Prerequisites for Becoming a Different Boing (168) — Definition of a Different Being( 170)— Man's Self-Deception (172)— Reason's for Man's Self- deception (186)— Duplicity of Appearances — A Special Reason for Man's Self-deception (189) Qualities Which Man Assumes That He PosBesses(l98) — Special Aspects of Consciousness (203)— The Four States of Consciousness (206)— Preliminary ' Realization Before Self-Study (216)— The Study of the Functions of Man As A Maohine (217)— iv Personality and Essence (223)— Connection Between Functions and Personality and Essence (226)— Speed of.Centers (229) — Positive and Negative Parts of Centers (232)— Subdivisions of the Centers (235)— Mechanical Habits Which Interfere with Self-Study (239)— Considering and Indentification( 242)— Levels of Man*s Being (244) CHAPTER IV. MAN AS A PROBLEM SOLVER ASKS THE WRONG QUESTIONS........................ 250 Schools As A Focal Point for Effecting School Chahgos (254)— A Revolution of Consciousness (256)— Consciousness and Age (258)— Contradic­ tory Uso of Consciousness In Sohools (260)— Reiteration of the Basic Importance of Con­ sciousness In School Programs, Projects, and Strategies (261)— Environment and Conscious­ ness (266)— A Theory of Ambience (271) — Necessary Conditions Within An Ambience (283) — A Relevant Digression on Society And School (205)— Additional Conditions Noannnriry Within An Ambience (288)— Rolatodnooo of Finite Entities to One Another And to the Infinite (294) — Synergy (296)— Understanding and Knowing (299)— Psycho-Synergic Unity (301)— The Place of Schools on the Continuum of Relatedness (302) — Suggestions For The Creation of a Language Arts Content Area (312)— To Be Allowed To Talk as Well as to Listen (313)— Special Attention to the Teaching of Reading (316)— A Few Words About Why the Child Will Not Write (320)— Resources and Human Relationships in The Language Arts Classroom (321)— Five Domains to Which. A Student May Apply Himself (324)— Nucleus For a Language Arts Classroom Based on Ouspensky's Table of the Four Forms of the Manifestations of Consciousness (326)— Language Arts Area As A Paradigm For Creation of Nuclei for Other Subject Areas (331) EPILOGUE. ••••...................... ......... 332 APPENDIX. .................... ............... 333 BIBLIOGRAPHY • . • • .......... ................. 335 t v INTRODUCTION Existent criticism of the school reflects incisive truths pertinent to the failure of education, particularly, during the last twenty—five years, and reveals the current temperment regarding corrective action* Furthermore, it is inaccurate to think that dehumanization and one-dimen­ sional humanity are peculiar only to modern schooling. The process of teaching has not changed in several thousand years or more despite an effort to reorganize, reconstruct, ro-structure, revitalize, and reanimate ideas, philosophies and theories which were, from their inception, lifeless and entirely mindless of the total human welfare. Denunciation of the abject and ineffectual conditions of schools reaches full expression in a number of critical publications by contemporary commentators. John Holt, William Glasser, Neil Postman, Charles Weingartner* Ivan Illich, Paulo Freire, and Charles E. Silberman are only a few of the men who have judged the state of education and schools to be disastrous. It is this ubiguitous opinion of schools, perforce, which must have led Freire to pronounce the disparity between education and schooling in order to preserve the inately favorable connation of . the word "education.w Criticism analogously supportive of Freire*s separation of terms may be inferred from Charles E. Silberman*s book Crisis in the Classroom* This book empirically exposes countless discreditable