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ERIC Number: ED025203
Record Type: RIE
Publication Date: 1967
Pages: 5
Abstractor: N/A
Reference Count: 0
Inclusive Innovation.
Martin, Warren Bryan
The most significant development in higher education in the last 20 years is the essentialist-existentialist confrontation--the formal versus the vital. What we decide about this matter will determine what we do with all other developments. Essentialists in education are concerned with what is permanent and rational and contend history is a worthy teacher. Existentialists center attention on man as man and consider the search for meanings crucial. They are concerned with present and personal relevance, with ambiguities, and seek to learn from the full range of human experiences. Their methodology is provisional but operational and their style often improvisational. Modes of learning today, though disputed, are influenced mainly by essentialists although they too are curious about innovations. Because they are in control, changes most likely to succeed are those that complement existing practices, are reached by consensus, and are suggested by tradition-conscious innovators. Thus the innovative process today is characterized by changes WITHIN rather than OF systems. Existentialists are more likely to favor curriculum variations that free the individual from the dominance of the institution, boredom of a speciality, and force him to face political and social questions. Because much current effort is piecemeal and shortsighted, we need inclusive innovators who have philosophical scope, perspective on options, and appreciation of the dynamics of change in complex organizations to generate inclusive innovations. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: California Univ., Berkeley. Center for Research and Development in Higher Education.
Note: Article in The Research Reporter; v2 n3 1967; Keynote address for conference on Climates of Learning and the Innovative Process, sponsored by Center