Integrative Education: Teaching as a Humane Enterprise

  • Emily B. Sellon


During the past quarter century, American education has undergone a. far-reaching and often painful process of self-criticism—a process that has resulted in profound changes, both in the definition of educational goals and in attitudes toward teaching. There is no need to expatiate upon the causes for this reevaluation, for we are only too familiar with the extensive dislocations in (and disenchantment with) our educational system, whose lack of relevance to the problems and life experiences of young people finally culminated in widespread protest and acts of violence in the 1960s. The outcome has been a program of administrative and curricular reform, whose intent was to make education more responsive to both the individual and the social needs of students. Less obvious but more important, however, have been the changes in academic attitudes toward what might be called the human or humane implications of education in the context of twentieth-century life and culture.


Curricular Reform American Education Main Current Integrative Education Disparate Field 
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© Plenum Press, New York 1976

Authors and Affiliations

  • Emily B. Sellon

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