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Teacher Attitudes: Subject Matter and Human Beings.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Harvey, P. J. |
| Copyright Year | 1970 |
| Abstract | ROCHESTER said, "When I was a young man, I had seven theories about bringing up children. Now I have seven children and no theories." The educator faces this situation head on, in the seeming impasse between subject-matter devotees and those who believe that the human child is more important than any body of subject matter. This writer is increasingly concerned with the latter-day trend toward specializa tion in the secondary school, particularly in the junior high school. He sees beginning teachers emerging from their preservice preparation with up to 70 and 75 hours in their major areas, from a total of 125 to 130 hours. He watches the same neophytes go away to institutes and workshops, further to sharpen their knowledge and skills within their chosen specialty. He wonders about the wisdom of this much concentration on the subject matter to be taught, and the cor responding paucity of attention devoted to the human subject who is supposed to learn it. Then finally he concludes that much truth resides in one definition of an expert heard long ago: an expert is a man who knows more and more about less and less until finally he knows everything about nothing. Truly we seem determined to shape our PHILIP J. HARVEY * |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197004_harvey.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
