| Summary: | "Learning, teaching, and supervision constitute the fundamental agencies of education. They are closely related in goals, means, and methods. Each is centered upon the one achievement--the building of pupil personalities. In this pupil adjustment, education has evolved three basic kinds of pupil growth which, if properly stimulated and guided, will effect the well-rounded, integrated personality being sought. These main lines of growth demanded by present-day life are: (1) Growth in independence and power in achievement through the development of certain personal traits that are basic in independence, such as: insight, self-direction, self-diagnosis and improvement, cooperation, initiative, and self-control; (2) Growth in control of worth-while subject matter or content; and (3) Growth in the use of desirable learning techniques--methods of study and work. The purpose of this book, therefore, is to develop the fundamental principles of learning, of teaching, and of supervision and self-supervision, from the same psychological principles and facts of learning which they must serve in realizing their objectives. It is also intended to demonstrate how greatly this simplifies such principles and the activities they control; how it unifies and coordinates the efforts of the pupils, teachers, and supervisors; and how it integrates the entire educational structure represented by these three basic educational activities--learning, teaching, and supervision. The educational theory and practice herein presented have been developed through years of practical experience in cooperation with competent teachers and supervisors. It is not advocated as something new, but rather as an effort to unify the work of these three productive agencies of our schools, and to reduce the guiding principles to those inherent in the basic issues involved--the learning activities and their control in effecting the desired pupil growth"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
|
|---|