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ERIC Number: ED024325
Record Type: RIE
Publication Date: 1964
Pages: 37
Abstractor: N/A
Reference Count: 0
Universal Opportunity for Education Beyond the High School.
Educational Policies Commission, Washington, DC.
If individual freedom is the American ideal, then the common practice of universal education only through secondary school is inadequate. As a matter of policy, the nation should accept the responsibility of providing all citizens with at least some form of further education that contributes toward freeing the mind. In considering future policies and facilities, the proper question to ask is "Whom can the society, in conscience and self-interest, exclude?" Although personal awareness cannot be completely achieved by years of college, it doesn't seem possible to promote self-sustaining progress toward intellectual freedom in less than that. With increased expenditures for higher education, the public will likely insist that subjects in the curriculum be useful. Because general education aimed at developing conceptual thinking has more lasting utility than training in specific skills which soon become obsolete, the theoretical aspects of all courses should be emphasized. To enhance the curriculum's sensitivity to individual growth, the faculty must be of high quality. Steps should be taken to obtain more teachers who are generalists and who value teaching, and to raise their status both by increasing salaries and defending intellectual values to the outside society. Better preparation for college can be facilitated by effective communication between secondary and college levels and by public understanding and support. Opportunities for education should be both flexible and readily accessible. Being nonselective, these 2-year colleges will be public, but various financing measures for students are still needed. (JS)
National Education Association, 1201 16th Street, N.W., Washington, D.C. 20036 (Cloth, $1.25; Paper, 0.35).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Educational Policies Commission, Washington, DC.
Identifiers: N/A