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ERIC Number: ED022808
Record Type: RIE
Publication Date: 1967-Mar
Pages: 21
Abstractor: N/A
Reference Count: 0
Inner Content vs Academic Content in Public Schools.
Fantini, Mario D.; Weinstein, Gerald
The current crisis in educating disadvantaged learners has forced a re-examination of the entire field of education and the ways in which the social behavior of the student and the content of his learning are dissonant. The traditional stress on the cognitive functions of education has resulted in a curriculum which is irrelevant for many children, especially disadvantaged youngsters. Needed is a curriculum in which the affective dimensions direct the cognitive dimensions and are intrinsically linked. In order to be meaningful and relevant, curriculum content must be germane to the learner's knowledge of his own experience; and the student's feelings should be used as a basis from which to teach subject matter. Also, an instructional strategy which will enable teachers to work with the affective from which they may generate relevant content and procedures should be developed to legitimize the learner's explorations of his own feelings and concerns. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California; Esalen Institute CA; Fund for the Advancement of Education; Maine; National Training Laboratories; Philadelphia Cooperative Schools Program
Note: Paper presented at meeting of the American Orthopsychiatric Assoc. (44th, Washington, D.C., Mar. 20-23, 1967).