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0 Commonwealth of Kentucky 0 [I‘

EDUCATIONAL BULLETIN

THE GENERAL EDUCATION
OF TEACHERS

" “enort of the Teacher Education Conference Held at
"estern Kentucky State Teachers College,
Bowling Green, September 8-12, 1941

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Published by order of the

STATE BOARD OF EDUCATION

JOHN W. BROOKER
Superintendent of Public Instruction

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ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. IX 0 February, 1942 O No.12

TABLE OF CONTENTS

Page

Foreword .. .. 1019

General Education in Teacher Education ................................................ 1021

Conference Organization ............ 1024
The General Education Demands Made upon a Teacher and the

Kinds of Education Which Best Meets These Demands ________________ 1030

Implications of the Personal-Social Needs of Children for the Gen-
eral Education of Teachers 1033

How to Make the Subject Matter Fields Function toward the Gen-
eral Preparation of Teachers (General Functions of Subject 10

Matter, Special Functions of Subject Matter.) ................................ 36
Personnel Problems and the General Education of Teachers___ 1039
Meeting the General Education Needs of Teachers in Service; ........... 1041
Evaluation of General Education 1045
Making Available Community Resources for Pre-Service and

In—Service Education of Teachers ______________________________________________________ 1050
A Program for Continuous Study of Teacher Education in Kentucky 1063
Committee Evaluating the Conference ______________________________________________________ 1064
Tribute to Conference Host . 1068

1070

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FOREWORD

This Bulletin is a report of the Second Annual Conference 011
Teacher Education which was held at the Western Kentucky State
Teachers College in Bowling Green, September 8—12, 1941. This
conference was a major feature in the continuing program for the
improvement of instruction in all the schools of the Commonwealth.
It took up where the 1940 Conference held at the Eastern Kentucky
State Teachers College left off. In 1940 the conference studied the
total program of teacher education as it related to the program for
the improvement of instruction, while in 1941 the focus was upon the
General Education of Teachers and its implications for pre-service
and in-service preparation of teachers.

The program for the improvement of instruction during the two
years it has been under way has had a new emphasis. Former pro-
, grams designed for the improvement of instruction have been directed
V by the leaders in education who felt that they could serve the cause of
education best by dis-corm'z’ng new ways of doing things in the class—
. room and making these new ways araz'laMc to those teachers in the
' classroom. In the present program the emphasis has been placed
‘ upon encouraging every person engaged in teaching to work on his own
problem. It is believed that the best way in a democratic society to
_ bring about changes which really improve processes is for the persons
: aﬁected to work on the problems related to change. This means that
. all the professional staffs and lamnerr—teachers, principals, and
, superintendents on one hand, and parents and pupils on the other—
. must face frankly the problems of living and relate them to learning.

To carry out this view the staff of the State Department of Educa-
tion has been working With colleges, schools, and communities on the
. Problems which the local people felt needed attention. Soon after
, the close of the 1940 conference in Richmond, the staffs of the Depart-
_ment of Education and the colleges met with school people in ten
' centers in the State. The conferences were devoted to ﬁnding the
' PI‘Oblems with'which schools were most concerned.

Since these conferences were. held there is scarcely a school in the
; State which is not. 0'iving thoughtful. attention to improving learning.
One is astounded at the activity going 011 in the school systems of the
.state. They are all trying diligently to make the school program

1019

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meet the needs of the pupils whom they serve. The teacher preparing
institutions maintain a constant vigil over their programs with a View

to keeping their work sensitive to the demands made upon teachers-

Who enter the service.

This Bulletin contains the thinking of people engaged in all phases
and levels of education in Kentucky. The results are presented in the
Group Reports. These reports should be the basis of re-thinking our
procedure not only in the teacher preparing institutions but in the
elementary and secondary schools

J. W. BROOKER,
Superintendent Public Instruction

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INTRODUCTION

General Education in Teacher Education

Aspects of General Education. The theme selected for the
Second Annual Conference on Teacher Education was stated in Con-
ference Announcement Number I as follows: The General Education
Needed by Teachers to Provide for the General Education Needs of
Children. There had been preliminary group conferences held with
faculties in several of the colleges under the leadership of the chair-
man of the Conference Planning Committee for the purpose of clari-
fying the meaning of general education. When the conference con-
vened it was thought desirable to devote one general session to a dis-
cussion of the aspects of general education. Dr. Maurice E. Troyer
led the discussion. The following outline of some of the aspects as

. presented by Dr. Troyer seemed to bring the groups together in their
‘ thinking: '

“In thinking about general education it is quite important that
we be aware of the tendency to confuse means with ends. In this

particular discussion we are concerned with the nature of general

education, its deﬁnition and characteristics, and will, therefore, be con-

' cerned with the ends rather than the means. The following is an out—

line of points that were considered in the discussion of general
education:

I. Deﬁnition :

General education is that education through which whole-
some and effective living is in the process of being achieved. (Just
what this wholesomeness and elfectiveness in living is will be deter-
mined by the life value or philosophy held by the group.) Inasmuch
as the teacher ﬁnds himself in the position of leadership he should be
a good specimen of wholesome and effective living.

II. The nature of general education may be further deﬁned by
listing and analyzing some of the appropriate goals of general
education: ‘

1. The development of controlling life values, attitudes, and
appreciations which produce regard for the worth of the
individual.

1021

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III.

The development of controlling life values, attitudes, and
appreciations which cause us to regard the worth of the social
group, without which there can be no self-realization.

The development of controlling life values, attitudes, and

appreciations which cause us to regard reason and reason-

ableness of men as sovereign means for the solution of prob-
lems and the resolution of conﬂict.

NOTE: The three, foregoing goals in general education are
directed. at some of the commonly accepted elements
of democracy.

Competence in expression through the several media:
language, art, music, and bodily coordination and rhythm.
Attaining and maintaining physical and mental health~this
involves a functional understanding of the environmental
factors and habits which build and destroy physical and
mental effectiveness. These environmental. factors are
biological, physiological, sociological, economic, psycho-
logical, and spiritual. They are factors here and now, but
have their roots in, history and the culture.

Expanding insights into the interrelationship of things and

processes implied in the preceding goals.

NOTE: The foregoing goals serve as a basis for further
elaboration and are not to be considered as compre-
hensive for general, education.

Hazards and obstacles that will be encountered in the 1m—

provement of progress of. general education.

.01

The difﬁculty in the appraisal of progress with respect ’60
certain goals will result in. the narrow evaluation program
revealing progress limited to acquisition of knowledge and
skill.

Unwillingness of staff members to expand their own general
education to the point‘where they can lead students through
broad experiences which cut across course lines.
Unwillingness to face current needs—because the meeting 0f
current needs frequently disturbs existing course patterns“
because accrediting agencies frequently make demands fﬂl'
removed from local needs.

Unwillingness to discard current course content.
thorough e 'aluation priority maintains the upper hand.

\Vithout

'Unwillingness to respect the heritage as a resource.

Unwillingness to face what is known about the nature of the
effective learning situation.”

1022'

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General Education in the Program of Teacher Education in
Kentucky. The 1;)atterns for the general education of teachers in
Kentucky and represented in the curricula prescribed by the Council
on Public Higher Education and approved by the State Board of
Education are based upon the following statement of philosophy :.

“The teacher must have such a broad general training and
experiences as will offer reasonable guarantee that he has acquired
an umlerstanding of the meajor problems of social life, and the
implications of these problems for the children whom he guides,
for his fellow workers, for the parents, and for the public in
general.”

In order to carry out this function all elementary and secondary
teachers must have from one to two years of work in most of the broad
ﬁelds of knowledge. The broad ﬁelds of knowledge as listed are
English, Science, Social Science, Health and Physical Education,
Mathematics, Foreign Languages, Philosophy and Psychology, Fine
Arts, and Vocational Fields. The State requirements go no further
than to prescribe the broad limits of this preparation. It is left to the
college, with the guidance of the Advisory Committee of the Council,
to select such combinations of experiences in these broad areas as will
serve the general. education needs of prospective teachers.

With this understanding of the purpose of the Conference at
Western, working groups were formed around the following phases of
teacher preparation :

Group 1. \Vhat are the general education demands made upon

a teacher; and what are the kinds of education which
best meet these demands?

Group 2. “That are our assumptions as to how learning takes
place at the different school levels, and what implica-
tions do these assumptions have for the program of
general education for teachers?

Group 3. How can we make the subject matter ﬁelds function
toward' the general preparation of teachers? (General
functions of subject matter—special functions of sub—
ject matter.)

Group 4. How are the special problems of personnel. tied up
with the general education of a teacher?
a. The program of selection and guidance.
b. Organized staff on personnel problems.
(3. Techniques of working with students.

1023

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Group 5. How are we going to meet the general educational

needs of the teachers in service?

21. Making available the college resources to the teach-
ers in the service area. '

b. Helping staff's of schools and school systems work
011 their own problems.

c. Cooperation of. schools and school systems in pre-
service education of teachers.

Group 6. How may a state, a school system, or a college evaluate
its program of general education?

Group 7. How may community resources be made available in a
program of general education for pre-service teachers
and teachers in service?

Group 8. How can Kentucky set up a program for continuous
study of teacher education?

The results of group thinking on the topics thought to represent
some of the major phases of teacher preparation, and the implications
of general education for these major phases are summarized in the
reports which follow. These reports have been edited, but only for
consistency of thought and arrangement. As presented here, they
represent the thinking of the group toward a uniﬁed program of
general education of teachers.

R. E. JAGGERs,
Director, Teacher Tramrng and Certiﬁeatton

December 15, 1941.

Conference Organization

Conference Hosts. The Hosts of the Conference were the West-
ern Kentucky State Teachers College, the administrative ofﬁcers, the
college faculty, and the people of Bowling Green. President Garrett,
chief host, and Dean Grise, chairman of the Conference, left notlnng
out in making the conference organization effective. The ﬁrst bulletln
handed to those who came gave complete information about such items
as Registration, Places of Meeting, Time Schedule of Meetings, NIB-315
(what good meals!) Dormatory Rooms, Recreation Periods, Recreatlon
Facilities, Mail Schedule, Stamps, Newspapers, Library, Kentucky
Library and Museum, Stenographic Service, Materials, Equipment.

How the Conference was Financed. The C o m m i s s i 0 n 011
Teacher Education made an appropriation which provided most of the

1024

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expenses for meals. Some of the institutions represented sent more
than their quota, and these persons paid for their meals. Western
provided, free, the rooms and other facilities for the conference.

Conference Sponsors. The Conference on Teacher Education,
as was true in 1940, was sponsored by the Commission on Teacher
Education, the State Institutions of Higher Learning, and the State
Department of Education.

Representing the Commission 011 Teacher Education were the fol-
lowing consultants:

Dr. L. L. J arvie, Associate in Personnel, for the Commission
011 Teacher Education

Dr. Maurice E. Troyer, Associate in Evaluation, Commission
011 Teacher Education

Those representing the Institutions of Higher Learning were
Eastern Kentucky State Teachers College
President W. F. O’Donnell
Morehead State Teachers College
President William H. Vaughan
Murray State Teachers College
President James H. Richmond
University of Kentucky
President H. L. Donovan
'Western Kentucky State Teachers College
President Paul L. Garrett

The State Department of Education was represented by
Superintendent of Public Instruction, J. W. Brooker.

. Conference Planning Committee

Dean F. C. Grise, Western Ky. State Teachers College
Dean W. C. Jones, Eastern Ky. State Teachers College
Dean W. C. Lappin, Morehead State Teachers College
Dean. William S. Taylor, University of Kentucky

R. E. Jaggers, State Department of: Education

Consultants to the Planning Committee:

Dean J. J. Oppenheimer, University of Louisville
Dean J. H. Hewlett, Centre College
Superintendent G. C. Birkhead, Hardin County
Superintendent Charles I. Henry, Mayﬁeld

1025

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Officers of Conference Working Groups GE
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Group I on gro
William J. Moore, Chairman as follc
P. A. Daviess, Associate Chairman
Mrs. Mary Scott Gillaspie, Secretary . . T}
A. M.,
Group II time w
C. M. Graham, Chairman inform
' Noel B. Cuff, Associate Chairman progra
Kathleen Moore, Secretary
Group III I) :1
er ,
O. T. Koppius, Chairman addres
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C. S. L0\\r?7,-Ass001ate Unnunan Educa
Mabel Ruclisﬂl, Secretary ,
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Group IV 1 T]
L. F. Jones, Chairman i Dean- ‘
W. M. Caudill, Associate Chairman i (eiote
R. W. Jennings, Secretary i T]
Group V 10, w.
Mary Lois Williamson, Chairman .; BI'OOk'
G. B. Pennebaker, Associate Chairman ‘ ‘
A. J. Lawrence, Secretary , 11 T
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Group VI Comm
James H. Hewlett, Chairman Teach
C. D. Bedding, Associate Chairman
Chiles Van Antwerp, Secretary i T
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Group VII i ﬁnalfr
J. D. Falls, Chairman
Maurice F. Seay, Associate Chairman 3 T
\V. M. Wilky, Secretary “as i
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Group VIII 1 Green
R. E. J aggers, Chairman ‘,
W. G. Nash, Secretary » l V
Evaluation Committee ' probh
: these

Mark Godman, Chairman
J. D. Coates, Secretary

Resolutions Committee
J. L. Creech, Chairman ,

1026

I
General Prcfgrams of the Conference. General programs did
not constitute a major part of the conference, emphasis being placed
on group work-conferenees. The general programs were somewhat
as follows :

The First General Session was held on the first day at 9:30
A. M., September 8, with President Paul L. Garrett, presiding. The
time was devoted to explaining the aims of the conference and giving
information about local entertainment. Those appearing on this
program were members of the steering committee.

The Second General Session was held at 8:00 P. M., Septem-
ber 8, with Dr. \Villiam S. Taylor, presiding. This meeting was

. addressed by Dr. Maurice E. Troyer of the Commission on Teacher

-: Education on the subject: lt‘ouudations in General Education.

The Third General Session began at 7 A5 011 September 9 with
Dean J. H. Hewlett of Centre (Jollege, presiding. This session was

devoted to progress reports by group chairmen.

The Fourth General Session was held at 9 :00 A. M. September
10, with Supt. Boswell. B. Hodgkin, presiding. Supt. John W.
Brooker addressed the session on Constitutional Amendment No. l.

The Fifth General Session was held at 7 :40 P. M. on September

‘ 11 with Supt. J. W. Brookcr, presiding. Dr. L. L. Jarvie 0f the

Commission on Teacher Education discussed Personnel Problems in

‘ Teacher Education.

The Final General Session was held on September 12 at 9:50

" A. M., with Dean F. C. Grise presiding. The session was devoted to
, ﬁnal reports from group \Vork Conferences.

The final meeting was held in the Dining Room, at which there

1 was full attendance. A spirit of good will and a feeling of deep
‘ appreciation of the hospitality of all of Western and all of Bowling

Green were in the hearts of the departing guests.
Working Groups. \Vorking groups were formed around special

problems and met daily in the foreuoon and afternoon. The work of
these groups constitutes the main body of this report.

1027

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REPORTS OF WORKING GROUPS

1029

I. THE GENERAL EDUCATION DEMANDS MADE UPON A
TEACHER AND THE KINDS OF EDUCATION WHICH
BEST MEETS THESE DEMANDS.

In presenting group thinking upon. this problem, Group I formu«
lated its deﬁnition of General Education, listed competencies demanded
of teachers, and suggested those elements of general education a
teacher should have.

I. This group thought that “General Education is the process
of attaining harmony with the ever-changing worh .”

II. In setting up the competencies demanded of a teacher the
group had in mind not only a successful teacher but a liberal minded
individual who is to he the teacher. The competencies are grouped
under three headings, namely, Self, Society, and Environment:

A. Competencies relating to Self.

1. Personal
21. Understanding of self
b. Health '
c. Appearance—dress, poise, etc.
d. Manners
e. Speech
f. Skills in leisure time

2. Intellectual (ability to think in orderly and effectiVe
manner) I
a. Capacity for creative work
b. Open—mindedness
c. Perspectivewhistorical and cultural

3. Spiritual
a. Personal integrity
b. Initiative
0. Appreciation of wholesome experience
d. Philosophy

B. Society
1. Human relations
a. Sociability—amiability, understanding, etc.
b. Leadership
0. Cooperation with the school community

1030

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Civic Understanding

a. ‘ Sympathetic understanding with the comnninity——the
dynamics (economic and cultural) and the various
manifestations of life (religious, vocational, cultural,
etc.)

b. Sympathetic understanding of general society—of
organization and of normal change

Economic effectiveness

a. Intelligent consumership

1). Personal maintenance

c. Knowledge of economic system

C. Environment

Nature

a. Matter—animate and inanimate

b. Principles—time, space, energy, etc.
Adaptations

a. Discoveries and inventions

b. Historical heritageﬁot' art and literature

Ill. The elements of General Education demanded of a teacher
presented by the group assume the activity approach in their imple—
mation. The group urged that in giving these general education
experiences to the prospective teacher the needs of children in a demo-
cratic society who are to be served by these teachers be kept always in
mind. The education of teachers is formal. and informal, curricular

and extra—curricular.

A. Ways of personal living

Eating—experiences in dining halls and homes, study of
nutrition, and counselling

Sleep

a. Dormitory supervision

b. Lectures

c. Counsel by health authorities

Physical recreation

a. Athletic facilities available to all under supervision
b. Student activities

0. Better medical service

Health

a. Curricular Material

b. Better sanitation

0. Enforcement of quarantine laws

1031

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Emotional balance
a. Creative expression

1). Cultivation of friendship
c. Sympathetic handling of controversial material

Experience in aesthetics
1. Expression
a. Academic work

b. Extracurricular work—decoration, music, dress, etc.

2. Appreciation
Concerts
Exhibits
Architecture
Nature
Reading

camp‘s

Ways of social living
1. Personal-social life; e. g, dates, dances, association with
faculty, and home life
2. Civic-social life
a. As member of an organization—in church, civic
organization, etc.
b. As a citizen; e. g., voting, paying taxes, observing
trafﬁc laws, participating in conventions, etc.

Experience in vocations
1. Work
a. Kinds—part time, shops
b. Supervision—practice teaching

2. Vocational counselling

Experience in creative work
1. Place
a. Academic
b. Extra-curricular
2. Kinds
a. Manual arts, cooking, sewing, shops, and carpentry
b. Fine arts—music, drawing, molding, and pottery

Worship

1. Opportunity to worship

2. Encouragement to study sacred writings and Natural
Laws. '

1032

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: II. IMPLICATI’DNS OF THE PERSONAL-SOCIAL NEEDS OF
‘ CHILDREN FOR THE GENERAL EDUCATION
OF TEACHERS.

The report of Group ill shows that after preliminary discussion
the problem was re—stated as indicated above. The group then divided
its problem into two parts, namely, Some Personal-Social needs of
. Children, and the Implication of these Needs for the General Educa—
: tion of Teachers. While Group I listed the competencies demanded
of teachers and then the kinds of general education needed to attain
' these competencies, Group II attacked the problem from the stand-
point of the needs of the child and then showed their implications for

teacher preparation.

A. Some Personal—Social Needs of Children
1. Physical

a. Personal cleanliness, neatness, safety, etc.

b. Body-control as expressed in good posture, muscular
coordination, etc.

o. Good health habits such as sufﬁcient rest, proper diet,
periodical physical examination, care of teeth, etc.

d. Essential information about body functions

e. Information about common diseases, their prevention
and care

2. Intellectual

a. Skills and knowledges essential to effective living
e. g. reading, writing, spelling, mathematics, and
oral and written composition

h. Progressive understanding of an ever-broadening
environment

0. Creative experiences and appreciations such as may
be gained in music, art, woodworking, compositoin,
etc.

d. Ability to do critical thinking

Note: As an example of difference in emphasis or
interest, critical thinking for the small child
implies judgments in class projects, quarrels,
correct behavior on the playground, in the
classroom, and at home; for the adolescent or
post-adolescent it implies judgments in group
conﬂicts such as strikes, political ,parties,
inter-social contests and clubs, analysis of
advertisements, propaganda, etc.

1033

. p a.
‘ ‘. b.
c.

8. Social

cat-h?

a.
b.

Ability to work harmoniously with \a group

Respect for duly constituted authority

Consideration and respect for the rights of others

Recognition and appreciation of the contribution of

others

Note: At the pre-adolescent level this would be con-
ﬁned largely to the child’s immediate environ-
ment—members of his family, community
workers, his playmates, etc. At the adoles-
cent level increasing emphasis will be on the
racial heritage and the contributions of other
races and nations

Good sportsmanship

Acceptance of responsibility

Adequacy under all normal situations in relations
with members of the same and opposite sex, at all age
levels

4. Emotional

Sense of security

Self direction and self control

Recognized position in a group

Recognition of worth as a contribution to society
Ability to recognize, face, and solve his problems in a
manner best for himself

Success adequate to emotional needs

Orderly adjustments to one ’s handicaps, aptitudes,
and environment i

B. Implications for the General Education of Teachers
The needs of children being the basis for the general educa-
tion of teachers, the following implications are pertinent:

1. Physical

Knowledge of human growth and development
Ability to recognize physiological abnormalities to
take appropriate action

Exempliﬁcation and promotion of health and safety
Knowledge of and ability to promote activities WhiCh
provide opportunities for the growth and developmént
of such qualities as posture and motor coordination

1034

Intellectual

Adequate skills and knowledges to meet the demands
of effective living

An understanding of the school community and its
relationships to larger social units

Intellectual interest in both local and world problems
which will stimulate reading, travel, and other means
of personal growth

A broad workship experience in arts and crafts
Participation in a variety of aesthetic experiences
resulting in appreciation

Ability to do and direct critical thinking

Social Implications

Understanding of people as individual and group
Ability and desire to work harmoniously with admin-
istrators, co-workers, parents, children, and other
community groups

Understanding and respect for duly constituted
authority and other accepted standards of society
Willingness to abide by democratic processes in
bringing about social change

Willingness to accept the responsibilities incurred by
reason of living in a democratic society

Ability to furnish opportunities and provide guidance
for gaining social adequacies

Emotional Implications

21-.

An understanding of one ’s capacities and limitations
and the meaning of these to the individual as a teacher

Ability to recognize the symptoms and understand the
possible causes of emotional instabilities

A professional pride, loyalty, and enthusiasm
Ability to recognize the worth of the individual
Ability to make the individual feel his importance in
the group

A philosophy of life which leads to security, self con-
trol, and ability to face and attack problems courage-
ously

1035

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III. HOW TO MAKE THE SUBJECT MATTERXIIELDS FUNC-
TION TOWARD THE GENERAL PREPARATION OF
TEACHERS. (GENERAL FUNCTIONS OF SUBJECT
MATTER, SPECIAL FUNCTIONS OF SUBJECT MAT-

TER.)

Group III working on the topic listed above decided that it could
work best by approaching it from four angles, namely, the Nature of
General Education, the General Functions of Subject Matter Fields
in General Preparation of Teachers, the Special Functions of Subject
Matter, and Making Subject Matter Fields Contribute more liberally
toward the General Preparation of Teachers.

General education, as this group saw it, is that phase of education
which is of value to all persons irrespective of their ﬁelds of work.

The general functions of subject matter ﬁelds in the general
preparation of teachers are, (1) to give a fund of information, (2) to
develop respect for, and a reasonably critical attitude toward, other
areas than those of the teacher’s own ﬁeld, and (3) to develop the
method of attack and the ability to use the sources of information
peculiar to a particular area.

In dealing with the general and special functions of subject
matter the group presented its report on these functions in three
pmajor areas, namely, Mathematics and Sciences, Social Studies, and
the Humanities. The ﬁndings of the groups follow here:

A. The Special Functions of Mathematics and the Sciences:

1. Information:
a.. To provide a better knowledge of the world in which

we have to live

2. Attitudes and points of view:
a. To create respect for the immutability of natural laws
b. To develop the recognition of the universal relation
between cause and effect
c. To dispel superstitions and mysteries
acquaintance with, natural laws

through

d. To develop appreciation for the universality of system

and order

3. Methods of attack:
a. To create the ability to interpret and t
directions

0 follow

i b. To acquire the use of the scientiﬁc method
(1) Ability to recognize and deﬁne a problem, and
to collect data relative to its solution
‘ (2) Ability to apply scientiﬁc principles
(a) Suspended judgment
(b) Open-mindedness
(c) Logical reasoning

B. Important Special Functions of the Social Studies in the
Prepa "ation of Teachers:
1. To give a, knowledge and understanding of:
a. our social heritage
b. the social progress that has been made
0. the agencies by which social changes are affected
d. our present-day social problems
e. the interdependence of men

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create an appreciation of:
a. the fact of change in our social institutions
b. the status of the individual as an integral part of the

group
c. the importance of historical settings in all ﬁelds of
knowledge

di international. relationships

' 3. To develop the ability to:
a. interpret facts
b: e 'aluate current ideologies
c. contribute to the solution of our social problems
d. conform to approved social-civic standards
discount one ’s biases and prejudices

(T:

C. Important Functions of the Fields of Art, Languages, and
Philosophy in the development of. informed, cultivated per-
sons:

1. Enlarging the student’s experiences through:
a. Acquisition of ideas by:
(1) developing efficiency in learning
(2) enlarging the, experiences of the individual intel-
lectuallg and emotionally
(3) understanding and appreciating human 'alues
as distinct from material values

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(4) understanding and appreciating\u spiritual and
ethical values in human experience and human
expression

b. Assimilation of ideas, including:
(1) synthesis and balance of emotional and intellec-
tual experience
(2) interpretations of value; critical poise
(3) intellectual pleasure
(4) esthetic appreciation; sense of form

Increasing effectiveness of communication by:

a. Developing efﬁciency in factual expression
b. Giving opportunity for creative expression

The group offered the following suggestions on the problem of
how the subject-matter ﬁelds can be made to contribute more liberally
to the general preparation of teachers: