The intention
is to present the disinterested, detached view of the outsider who,
although he knows indefinitely less than those within the system about
the details of the work, can often get the perspective rather better
just because his mind is not filled with the details.
THE POINT OF VIEW
There is an endless, and perhaps worldwide, controversy as to what
constitutes the "essentials" of education; and as to the steps to
be taken in the teaching of these essentials. The safe plan for
constructive workers appears to be to avoid personal educational
philosophies and to read all the essentials of education within the
needs and processes of the community itself. Since we are using this
social point of view in making curriculum suggestions for Cleveland,
it seems desirable first to explain just what we mean. Some of the
matters set down may appear so obvious as not to require expression.
They need, however, to be presented again because of the frequency
with which they are lost sight of in actual school practice.
Children and youth are expected as they grow up to take on by easy
stages the characteristics of adulthood. At the end of the process it
is expected that they will be able to do the things that adults do; to
think as they think; to bear adult responsibilities; to be efficient
in work; to be thoughtful public-spirited citizens; and the like.
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