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ERIC Number: ED032612
Record Type: RIE
Publication Date: 1967-Nov
Pages: 44
Abstractor: N/A
Reference Count: 0
Belief Systems, Scientific Findings, and Educational Policy.
Harman, Willis W.
This paper examines the relationship of educational goals to some fundamental beliefs. Four research findings judged as well-substantiated but not yet having full effect on educational thinking were considered: (1) The breadth and magnitude of human capacities and resources far exceed present levels of actualization within persons or societies; (2) world and self-perceptions are strongly conditioned by familial and social learning, as well as by personal needs and motives; (3) unconscious processes comprise a major portion of significant human experience (perceiving, learning, thinking); (4) basic attitudes and beliefs (self and world views), conscious and unconscious, tend to be self-fulfilling. Educational policy implications of these findings are discussed and it is suggested that their interpretation depends upon basic philosophical assumptions which underlie the specific research and the research methodology. A classification is made of sets of basic assumptions. A 46-item bibliography is included. (Author/MLF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Research Inst., Menlo Park, CA. Educational Policy Research Center.
Note: Draft paper first presented within Progress Report during pilot phase of EPRC.