Integrative Education: Teaching as a Humane Enterprise
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.
KeywordsCurricular Reform American Education Main Current Integrative Education Disparate Field
Unable to display preview. Download preview PDF.
- 1.H. Margenau. Intercultural communication of ethical judgments. Appendix to Wenner Lecture (November 17, 1966).Google Scholar
- 2.H. Margenau. Integrative education in the sciences. Am. Assoc. Colleges Teacher Educ. (1953), 134.Google Scholar
- 3.Joseph Engelberg. To Life. Unpublished Ms. Department of Physiology and Biophysics, University of Kentucky (1974), 8.Google Scholar
- H. Margenau. The Nature of Physical Reality. New York: McGraw-Hill (1950).Google Scholar
- 5.F. S. C. Northrop. The Meeting of East and West. New York: Macmillan (1946).Google Scholar
- 6.Joseph E. Bogen. The other side of the brain (three papers). Bull. Los Angeles Neurol. Soc. 34, No. 2 (April 1969), 73–105; 34, No. 3 (July 1969), 135-161; 34, No. 4 (October 1969), 191-219.Google Scholar
- 7.Jean LeMée. Educating the professional. Main Currents Modern Thought 31, No. 3 (January–February 1975), 88–94.Google Scholar
- 8.H. Margenau. Thoughts on an integrative science curriculum for American colleges. Main Currents Modern Thought 27, No. 5 (May–June 1971), 164.Google Scholar
- 9.F. L. Kunz. The reality of the non-material, consequences to life and man of field physics. Main Currents Modern Thought 20, No. 2 (November–December 1963).Google Scholar
- F. L. Kunz. The metric of the living orders. In H. Margenau (ed.). Integrative Principles of Modern Thought. New York: Gordon and Breach (1972).Google Scholar
- 10.Adolf Portmann. Animal Forms and Patterns. New York: Schocken (1967).Google Scholar
- 11.C. H. Waddington. Behind Appearance. Cambridge, Mass.: MIT Press (1969).Google Scholar