Search

This document contains papers and reports read at the August 1968, meeting of the Continuing Interest Group on Values, a subgroup of the National Conference of Professors of Educational Administration, held at the State University of New York at Albany. Included are three papers by C. Robert Blackmon; the first considers values as education's most neglected problem, the second is a report of the 1967 meeting, and the third is a report of data from a survey of professors of educational administration concerning values. Other papers include: "Value Problems of the Urban School Administrator," by Charles A. Bird; "Values, Perception and Leadership Behavior," by Benjamin M. Sachs; "Some Implications of Social Change for the Public School Administrator," by Edward T. Ladd; and "The Relevance of Values to Psychological Health," by Richard E. Worthen. (JK)

This paper discusses the implications of drug usage for higher education. Drug use is not new. However, today there are several problems associated with drug usage: (1) ignorance, (2) semantics, (3) communication, and (4) change as a constant in the world. The reasons for student drug use are discussed. Students use drugs because: (1) they are preconditioned to the legitimacy of drug usage; (2) they want to rebel; (3) they want to escape; (4) they are encouraged by peer group influence; and (5) they are searching for spiritual discovery. Some of the cultural contextual factors include: (1) the generation gap; (2) the educational level of students; (3) the effect of mass communication media; and (4) the awareness of poverty and injustice. Recognizing the various factors, institutions can respond by: (1) creating a climate of openness and trust; (2) making sure information is available; (3) providing source credibility; (4) assisting in the dessemination of alternatives; and (5) attacking the basic problem. (KJ)

The purpose of the Lutheran Educational Conference of North America is to explore problems in higher education, especially those related to Lutheran higher education. It also seeks to share information, suggest strategies, and assist member institutions in their programs. This volume contains the papers and proceedings of the 56th annual meeting. The first paper: "Educational Strategies for Social Change," by Sidney A. Rand, suggests some broad outlines for change: (1) the college must recognize its involvement in society; (2) the college must know its own theological and philosophical foundations; (3) a college must choose its priorities carefully; (4) a college needs to select carefully those areas of direct involvement where it seeks to effect change in society; and (5) a college should not forget that it is the product and a part of its society; it is itself therefore subject to change. Two commentaries by Joseph L. Knutson and Jeff Johnson follow this paper. The second paper is "What's so Special about a Lutheran College?" by Louis Almen. The third paper is "Higher Education Must Be Modernized," by C. C. Colvert. The Program, a Report of the Secretary-Treasurer, and lists of the Board of Directors and Institutional Presidents conclude the report. (AF)

THIS BOOK COMPRISES THE MAJOR PAPERS DELIVERED AT A CONFERENCE ON MARCH 20-22, 1967, SPONSORED BY THE POLICY AND DEVELOPMENT COUNCIL, AN ADVISORY UNIT OF THE DEPARTMENT OF EDUCATION IN ONTARIO. THE CONFERENCE WAS ATTENDED BY REPRESENTATIVE PERSONS FROM DEPARTMENTS OF GOVERNMENT, UNIVERSITIES, AND MAJOR SCHOOL SYSTEMS ACROSS CANADA. THE CONFERENCE HAD TWO OBJECTIVES--(1) TO GATHER PLANNERS AND STUDENTS OF PLANNING TO DISCUSS THE STATE OF THE ART, ITS TECHNICAL PROBLEMS, AND ITS FUTURE, AND (2) TO EXPLAIN TO CANADIAN EDUCATORS WHAT IS MEANT BY "PLANNING." FOUR OF THE PAPERS DEALT WITH NATIONAL OR INTERNATIONAL EXPERIENCE AND EMPHASIZED ONE PARTICULAR ASPECT OF PLANNING EXPERIENCE--THE ORGANIZATIONAL PROBLEMS, THE COMPLICATIONS OF A FEDERAL SYSTEM, OR THE DATA PROBLEMS. FOUR PAPERS WERE TECHNICAL, DEALING WITH ECONOMIC ASPECTS OF PLANNING AND WITH SOCIAL GOALS. SCHEMES FOR TRAINING PLANNERS WERE THE SUBJECT OF TWO PAPERS. (HW)

This working paper is an overview of the status of population education in early 1972. It is defined as a program which provides for a study of the population situation of the family, community, nation and world, with the purpose of developing in the students rational and responsible attitudes and behavior toward that situation. It is independent of sex education, family life education, and environmental education; related in the sense that each developed as a result of social change and social needs. The approach and attitudes to population education has a recent history, but the real concern in some nations has provided the impetus to develop various programs. An examination of programs in several countries shows difficulties encountered and reveals varied approaches. National attitudes and support, non-flexible and established educational programs, out-of-school influences (as from religious groups), medical programs, and educators all have had effects on a given nation's efforts, both negative and positive. Integration into existing curriculum is a common approach, with educators being charged with the responsibility. An international approach through an agency such as UNESCO could provide unifying aspects among countries and eliminate duplication of effort. Proper population education should enable each student to make an individual and responsible decision regarding family planning. (Author/JMB)

The papers presented at a one day workshop on the aspects of comparative librarianship are presented in this volume. The topics discussed are: (1) Methods and Evidence in Comparative Studies; (2) Social Change and Library Development; (3) Library Development in Latin America, a Scalogram; (4) Cross-Cultural Aspects of Assistance to Developing Countries; (5) Patterns of Librarianship in West Africa, and (6) Librarianship in France and the United States: A Comparative Study with Some Implications for Emerging Nations. A list of the participants is included, as are the introductory remarks by William L. Williamson. (SJ)

The papers presented to a working group at the Conference on Social Deprivation and Change in Education, York, England, are comprised of the following: (1) Problems in the inner city (J.D. McConaghy), characterizing the decline of inner areas of cities in Britain as due to failure of management and of government; (2) The school and capitalist development (S.M. Borrelli), relating to the Italian context; (3) A theoretical model of the determinants of educational attainment (D.S. Byrne and W. Williamson), suggests that deprivation in an educational context is perhaps best understood in a material sense; (4) Education--a social and political investment (R. Penn), focuses on the services provided by the many sections of a Welsh county education department; (5) Philosophical analysis and educational priority areas (C.J.C. Yates and J.L. Sword); (6) The classroom behavior of socially-handicapped boys (G. Herbert), seeks to clarify the concept of troublesome behavior in culturally deprived boys of primary school age; (7) Adult education, deprivation and community development--a critique (K. Jackson and R. Ashcroft); (8) Identification of children in need (R. Evans); (9) The teacher as researcher: a key to innovation and change (J.C. Bartholemew); and, (10) Problems of educational policy design and implementation for a cultural minority (A.R. Ivatts). [Several pages of this document are not clearly printed.] (RJ)

A seminar was conducted which provides a foundation upon which research, education, and action programs might be based as a state university brings its programs to focus more fully on the economic and social problems of rural areas. Papers presented covered the following subjects: objectives of community development, trends related to rural areas, rural industrialization, political ideology, economic attachment to agriculture, public policy, food processing industries, social change, population redistribution, distribution of physicians, adaption of local and regional government, natural resource use, recreational development, national development, modern living, economically disadvantaged, labor markets, and growth trends. (CK)

An internal/external efficiency evaluation on the economic implications of mastery learning is presented. Two important aspects of mastery learning are: (1) its intrinsic worth regardless of economic benefits, and (2) the necessary changes in the social and economic structure that will make the mastery learning approach increasingly functional. It is pointed out that the mastery learning approach has a very humane quality in its concern with equalizing outcomes. There are important societal changes in the offing that will increase the functionality of this approach. It is concluded that the economic importance of the mastery-learning strategy will rise substantially over the foreseeable future. (Author/CK)

Information presented at a workshop on current rural development in the Northeast was described in this report. The objectives of the workshop were to get an overall view of the regional rural development research conducted under the State Agricultural Experiment Station in the 12 northeastern states; to encourage interdisciplinary exchange; to identify the potential use of the current regional rural development research for policy and program purposes; and to contribute to more effective planning, management, and use of such research. Major areas were rural development, social change, economic change, natural resources, poverty, and community services. Also included in the report were technical discussions of the presented papers; user discussions; and a panel discussion on the future directions in planning, management, and use of rural development research in the Northeast. (PS)

This essay is the third of seven papers designed to investigate the relationship of the church, the university, and urban society. This essay explores the conceptual, disciplinary basis of the modern university. It is concluded that the changing nature of social reality is increasingly undermining fragmented disciplinary inquiry, which in turn is and will continue to constitute the universities real "irrelevance." It is noted that alternatives to the university are being created. Related documents are HE 004 367, HE 004 366, and HE 004 356. (Author/MJM)

This report includes selected papers and edited discussions recorded during the North Central Library Conference of 1967. Topics discussed include: changing perspectives in librarianship; legislation and changing library needs; library personnel needs, recruitment, and training problems; library cooperation; research in reference service; and libraries and contemporary social concerns. (JB)

The 30 conference papers in this collection deal with such matters as (1) urban-suburban cooperation in solving the educational problems of de facto segregation, (2) the effectiveness of Federal programs in helping the Negro, (3) training for teaching in interracial classrooms, (4) school desegregation and white achievement, (5) efforts in nonpublic schools to provide equal education, (6) the reorganization of the schools in Syracuse, N.Y., and Seattle, Wash., (7) the provision of equal opportunities through compensatory education, (8) educational parks, (9) the legal aspects of racial isolation, (10) school desegregation efforts in Chicago; Syracuse; Evanston, Ill.; Hartford, Conn.; White Plains, N.Y.; Teaneck, N.J.; and other cities, (11) the implications of school desegregation and integration for research and, in general, (12) the crisis in American education resulting from segregated education in the past and present desegregation efforts. (EF)

The objective of the Project to Revitalize Stump Creek was to design and implement a comprehensive approach to community revitalization. A key aspect of the plan was transfer of ownership to town residents. The town, location and locale, and selection process were described in this report. The project activities occurred in 7 separate phases: community profiling, community organization and feasibility determinations, planning and blueprinting, an environmental impact statement, implementation, revitalization assessment, and transition. Additional information was proved on project strategies, a baseline for economic viability, a funding overview, and some general concepts about small towns. Some of the risks associated with the project were listed. (PS)

This document, the sixth of seven essays, investigates the relationship of the church, the university and urban society in the area of politics, education, and ministry. This manual describes a basic methodology of the project, "Action-research". The essay is of the "how to do it" breed, with a detailed description of the stages in an action-research project, some of the basic research tools, and suggestions regarding organization. Action-research, in which research is conceived as a process of political action, has demonstrated its utility as a training device for professionals and students as an organization tool for citizens' groups wishing to make an impact on their community. Related documents are HE 004 357, HE 004 367, and HE 004 355. (Author/MJM)

This document, the fifth of seven essays, investigates the relationship of the church, the university and urban society in the area of urban curricula and the liberal arts college. Particular attention is placed on "urban semester" programs and their conceptual and practical weaknesses. Alternative ways for addressing a critical dimension of modern society are discussed. Emphasis is placed upon the role of the "citizen", "social invention", and the academic politics of the liberal arts efforts to respond to urban needs. Related documents are HE 004 355, HE 004 366, and HE 004 356. (Author/MJM)

This document, the first of seven essays, investigates the relationship of the church, the university and urban society. A description of the basic conceptual focus and theoretical framework of this 2-year project is presented. Urban society is defined in terms of power, and the role of church and university in it is viewed as essentially marginal unless and until they enter at the point of power. Varieties of power are assayed and strategies for their use are discussed. The essay forms a backdrop for much we have written elsewhere in this series. Related documents are HE 004 366, HE 004 355, and HE 004 367. (Author/MJM)

The symposium was a result of an experimental alumni education program at Oakland University which was sponsored by the Kellogg Foundation and brought about by Oakland's intent to establish a new university relationship with its graduates based on continuing education. In "The University in an Educated Society" Peter Drucker speaks of learning patterns demanded by a highly technical society. Max Lerner illuminates the global crises man faces as a builder of society and the learning competencies his tasks will require in his essay "The University in an Age of Revolutions." In "The University and the Age of Anxiety" Rollo May provides an exploration of man's drive for an expanding consciousness, and the needs this process generates which current educational practices do not meet."The University and Institutional Change" by Margaret Mead addresses a crucial institutional problem: how can educational institutions suitable to our age be fashioned when invariably we must begin in the middle of old commitments and dispositions? (se)

The starting point for innovation in higher education must include assessment, evaluation, and description of the present situation. A national study of what constitutes the core values of American academic life today should be undertaken. In the evaluation of innovation, it is important to broaden the unit being studied to include legislators and taxpayers, as well as students, faculty and administrators. Innovations proposed must be considered in light of their impact on all participants. The quality of the educational experience rather than the amount of specific information transmitted should be evaluated. Related documents are EA 002 536 and EA 002 551. (MLF)

Ten essays from the Michigan State Leadership Seminars discuss the social imperatives confronting adult education and what the university can do and ought to be doing about them. The impact of the population explosion, urbanization, automation, the knowledge explosion, and the Bomb make it imperative that new concepts of work and leisure be built into the culture. The role of the university in meeting these problems remains a moot question. It seems clear that without tension generated from within and without, the university would lose its intellectuality and relevancy. The limits of involvement of the university are debated but its role should at least be training the intellect, demonstrating the importance of lifelong learning, and being a detached societal critic; and it should avoid the role of a social agency. Within this context careful articulation of the counseling service and a cadre of curriculum specialists seem to offer promise for pushing ahead with an integrated continuing curriculum. (dm)

Demonstration projects should bring the continuing presence of the larger community into the slum school. Toward the end of administrative change and innovation, a research and development officer is needed, whose authority can cross-cut existing channels of authority. School should be seen as a social system, as the high school especially is a crucial element in regulating the life chances of inner-city children. Two different teacher models that could be well adapted to the slum school are (1) the teacher-counselor who would be in charge of 10 to 15 students and act both as teacher and counselor, and (2) the teacher-manager. The latter model would act as coordinator between the classroom and the social agencies and family contacts. The teacher would have a staff of teaching aides and volunteers and the assistance of school-community agents. A continuous development curriculum (in which the student is evaluated every six to eight weeks until he is able to pass or repeat in variant form a given set of materials), three hours of individual attention per student each week, mutual support associations for teachers, mobilization of legal resources, public school responsibility for inservice training, cultural enrichment programs, and family participation through community contacts are recommended. [Not available in hard copy due to marginal legibility of the original document.] (KG)

Consideration of the facilities and the social implications of cable television will be undertaken by a Commission on Cable Communications. The Commission will consider issues of content, form, control, and transition. It will be concerned with the effect of cable television service on mass audiences, on society, on public television, and on the homes that cannot be served by cable. The task before the Commission may be beyond its capacity to complete, but it may be responsbile for a few steps taken in the right direction. (MF)

Prejudicial attitudes are commonplace in our society, and they adversely affect all of our children. Children of a minority or poor group are directly affected because they are likely to suffer hunger, poor health and housing, and inadequate schools. White, middle class children are affected in ways which are less obvious, but just as damaging. In trying to resolve the conflict between what institutions preach about the brotherhood of man, and what these same institutions teach by example through violating concepts of love and justice, these children may develop unhealthy and undesirable attitudes and behavior patterns. Minority races and poor people are not the only targets of prejudice. The physically and mentally handicapped, members of minority religions, females, and the aged suffer as well. Forum 18 views these prejudicial attitudes as a serious threat to our society, whose strength depends upon full opportunity for all. The Forum makes several specific recommendations for governmental change, spearheaded by the President of the United States, in the areas of education, housing, health, and civil rights. (NH)

This model is proposed as an instrument for describing the process of change in school systems. It is a composite of ideas derived from the findings of researchers in the fields of agriculture and education, and from authors' observations of the change process in five Wisconsin school districts. The model describes the flow of the change process in a school system, and allows for the fact that ideas for improvement may either be supplied to, demanded by, or originated within, the school system. It also underscores the importance of interaction among all the major entities (school board members, administrators, teachers, and citizens) within the system if there is to be optimum commitment to decisions for improvement. (Author)

THE RISE OF THE TWO PARTY SYSTEM IN THE SOUTH, REAPPORTIONMENT, AND POPULATION SHIFTS HAVE REMOVED THE SOUTH'S DOMINANCE IN AGRICULTURAL AFFAIRS AND INCREASED THE POWER OF THE LARGER COMMERCIALIZED FARMS OF THE WEST. EXTENSION PROGRAMS FOR THE RURAL POOR, WHO ARE LARGELY IN THE SOUTH, WILL FIND LITTLE SUPPORT FROM THE TRADITIONAL AGRICULTURAL POWER STRUCTURE EITHER IN CONGRESS OR AT THE STATE AND LOCAL LEVELS. SUPPORT MUST BE SOUGHT FROM POLITICAL POWER EMERGING IN MIDDLE CLASS SUBURBAN AREAS, AGRICULTURAL BUSINESS, UNIVERSITIES, AND THE PROFESSIONAL COMMUNITY. HOWEVER, THE OLD AGRICULTURAL INSTITUTIONS SEEKING SUPPORT ARE LOSING CONTACT WITH THE UNIVERSITIES BECAUSE THERE HAS BEEN A LACK OF COMMUNICATION BETWEEN THE AGRICULTURAL PART OF THE UNIVERSITIES AND THE UNIVERSITY PROFESSIONALS AND A LACK OF EXPLANATION OF THE IMPORTANCE OF APPLIED KNOWLEDGE ON THE ONE PART AND OF THE NATURE AND PURPOSES OF HIGHER EDUCATION ON THE OTHER. RESEARCHERS AND EDUCATORS WORKING ON AGRICULTURAL PROBLEMS WOULD DO WELL TO LOOK FOR POLITICAL SUPPORT FROM THE UNIVERSITIES AND THE PROFESSIONALS EVEN IF IT MEANS LESSER TIES WITH THE TRADITIONAL AGRICULTURAL POLITICAL FORCES. (PT)

Discussed are some sociological theories about instability in black ghettos, the Negro social class structure, and some policy implications derived from such analyses. The point of departure for this document is Norton Long's theory that ghetto unrest is a result of the absence of a black middle class. The consequent lack of Negro middle class leadership results in an unstable lower class community without brokers to act as middle men between whites and blacks. An assessment of this theory raises some questions of its relevance to current conditions--class antagonism within the black community, the urban crisis, economic factors, and the radical search for a different society. (NH)