Digital Commons Network^™

We Suggest, Eleanor Buelke

Reading Horizons: A Journal of Literacy and Language Arts

no abstract available.

Humanistic Biology: A General Education Approach, Alwynelle S. Ahl, Lawrence R. Krupka, Helen B. Hiscoe, Andrew Mcclary

Perspectives (1969-1979)

Editor's Note: The following articles are printed here as they should have appeared in Volume 9, Number 3. My apologies have already gone to the authors. I now extend them to our patient readers. Both printer and compositor assure me that such errors as appeared earlier will not happen again.

Introduction

In modern man's attempt to understand human nature, two major modes of perceiving human experience, the humanistic and scientific, have often been in conflict. C.P. Snow labelled this dichotomy "the two cultures." As the power of science and accompanying technology have grown in the past forty years, the distance …

Perceptions Of College And The Pursuit Of Liberal Education, Victor L. Worsfold

Perspectives (1969-1979)

In their recent book, Revolving College Doors,² Robert G. Cope and William Hannah have argued that "it is the fit between student and college that accounts for most of the transferring, stopping out and dropping out"³ amongst our present student body. This idea when taken to be correct, gives the lie to what is usually averred to explain the rapidly increasing phenomenon of attrition amongst those wishing to attend college, namely, financial stringency. Cope and Hannah would have us believe that "lack of money is a socially acceptable reason to discontinue attending school regardless of actual financial …

Aesthetic Game-Rules For The Arts In General Education, Gary R. Sudano

Perspectives (1969-1979)

Aesthetics is commonly known as the philosophical study of the nature and function of art. As such, it is considered to be a theoretical enterprise of interest to some philosophers and, perhaps, to some arts historians. But, as such, it is not thought to have a great deal of relevance or usefulness to teachers and students in general education arts courses. That this is not the case is the first point of this paper. The second point is that while aesthetics is sometimes a weary and cumbersome subject, there are several important principles to be gleaned from its literature which …

Issues And Trends: Ira National Conventions, 1962-1977, Kathleen M. Ngandu

Reading Horizons: A Journal of Literacy and Language Arts

This article is an analysis of national IRA conventions' spanning the years 1962-1977. It is an attempt to assess past directions, which may in turn affect current as well as future reading concerns.

The Three R'S: Reading, Riting, And Radio!, Howard G. Ball, Sarah B. Ball

Reading Horizons: A Journal of Literacy and Language Arts

The radio presentation is a communication vehicle that provides input to our reading programs through the use of pupil-teacher initiated audio taped presentation, commercially prepared transcriptions and through local and network originated radio broadcasts.

Reading Horizons Vol. 19, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 19, issue 2.

New Materials, Jillonne Adams

Reading Horizons: A Journal of Literacy and Language Arts

No abstract available.

Moving A Liberal Education Program From Adoption To Implementation: New Forces And New Issues, L. Jackson Newell

Perspectives (1969-1979)

At the Boston meeting of the Association of General and Liberal Studies in 1976, I had the privilege of reporting on the two-year process by which the University of Utah assessed its general education program, planned major revisions in it, and saw them adopted by the University Senate. It is now my task to report on the less glamorous, but probably more crucial, process by which a formally adopted program is implemented. The research of John Pratt and Tyrrell Burgess,¹ which has assessed major educational policy changes in Great Britain , suggests that scholars and educational policy makers generally …

The Editor's Page, George F. Estey

Perspectives (1969-1979)

Editor's Page for Interdisciplinary Perspective Vol. 10 No. 2 & 3

Some Thoughts On Interdisciplinary Studies, Sidney F. Parham, Peter W. Graham

Perspectives (1969-1979)

The vogue for interdisciplinary courses has led our more crusty and conservative colleagues to complain that such programs represent a mere repackaging of traditional courses, a process that diminishes the value the student receives from traditional courses without broadening or integrating his knowledge. Too often this criticism is just. We should like to argue that a genuinely interdisciplinary approach does not repackage but restructures knowledge in such a way that students are led to consider the nature of knowledge itself and thus, we hope, to think about their own thinking. Such reflection seems to us a decidedly traditional goal of …

Lifelong Learning And The World Of Work, Ivan Charner

Perspectives (1969-1979)

This editorial answers three basic questions about the relief education program. Why the program is important?, how the program operates? and who participates in the program? A similar editorial could be written today about the growing number of learning opportunities available to workers and the growing number of participants in such programs. This essay represents such an effort. Although in more breadth and in more detail than the 1933 editorial, I will focus on the same basic questions. First, why should lifelong learning for workers be advanced? Second, how have opportunities for learning been made available to working adults? and …

Interdisciplinary Perspectives Vol. 10 No. 1

Perspectives (1969-1979)

No abstract provided.

Tapping The Potentials Of Interdisciplinary Studies In A Freshman Core Program, William A. Sadler Jr.

Perspectives (1969-1979)

This article will discuss an innovative Interdisciplinary Freshman Core Program that has been developing for five years at a small liberal arts college in the New York metropolitan area. The significance of this program extends beyond the campus of Bloomfield College, for it exemplifies one way to meet productively some of the serious issues now confronting higher education across the country. Before examining this program, let me introduce you to this College in terms of its precarious position at the start of its second hundred years of existence.

"Liberal Arts; Past, Present And Future", Dwight L. Ling

Perspectives (1969-1979)

The Greek poet Pindar stated that the wise man is one who knows by nature, while those who know merely because they have been taught are to be scorned. The suggestion that there is intuitive knowledge or an elevated type of common sense is not new; however, I would argue that we must study and ponder the wisdom of the past if we would be wise today or in the future. Many liberal arts colleges have detracted from this wisdom by dropping classical studies and catering to the whims of an ahistorical generation of students. To gain the insights that …

The Liberating Function Of Philosophy In Education, Leonard M. Fleck

Perspectives (1969-1979)

"But wherever ideas are effective, there is freedom"¹

The primary intent of this paper is not to advance or defend any novel philosophical theses. Rather, the purpose is to provide what I will call a "philosophic service" for undergraduate teachers of philosophy. More specifically, I am concerned both with the continued decline of interest in the liberal arts (philosophy in particular) among undergraduates and with the apparent inability of many teachers of the liberal arts to articulate satisfactorily a rationale for the pursuit of the liberal arts. In this paper I cannot analyze all the complex economic and socio-cultural …

Interdisciplinary Perspectives Vol. 10 No. 2 & 3

Perspectives (1969-1979)

No abstract provided.

Faculty Senate Yearbook, 1979-80, Wmu Faculty Senate

WMU Faculty Senate Yearbooks

No abstract provided.

Children Get Ready To Read, Michael D. Davis, Joseph A. Muia

Reading Horizons: A Journal of Literacy and Language Arts

One of the major concerns of early childhood education has been. and will continue to be, the development of an optimal readiness program for children. (Almy, 1967).

Aid For The School Principle: Evaluate Classroom Reading Programs, Sandra Mccormick

Reading Horizons: A Journal of Literacy and Language Arts

Most school systems require the principal of a building to make judgments about the quality of each teacher's instructional program as part of a process of rating teachers. Since reading instruction is generally conceded to be the most important part of the elementary school curriculum, there is frequently concern for evaluation of that component of the school program.

Children's Recognition Of Words In Isolation And In Context, Patrick Groff

Reading Horizons: A Journal of Literacy and Language Arts

The extent to which young children use, or should use sentence contexts as cues to word recognition is an unsettled issue. It is clear, on the one hand, that there are inherent limitations in this cue system to its successful use for this purpose (Groff, 1975). Also, the notion that beginning readers "have little else on which to rely" for word recognition except context cues, as offered by Karlin (1971, p. 145) has also been demonstrated as false. To the contrary, the research on word recognition suggests that these young children use letters as the main cues for word recognition …

Minimal Competencies In Reading For Secondary Content Teachers, Michael Strange, Richard Allington

Reading Horizons: A Journal of Literacy and Language Arts

In discussions among secondary reading teachers you are almost sure to hear the statement that every teacher should be a teacher of reading. This is a recurrent theme of reading conferences and the vigor with which an author espouses this end is one of the criteria by which secondary reading texts are judged. On paper or as a conference theme this is a wonderful concept. In reality though it seems at best difficult to achieve and at worst represents tremendous naivete on the part of reading educators.

Journal Of Sociology & Social Welfare Vol. 6, No. 1 (January 1979)

The Journal of Sociology & Social Welfare

Special Issue: Symbolic Interaction and Social Welfare

• On the Promise of Symbolic Interaction for Social Welfare - RALPH SEGALMAN - pp. 1
• Symbolic interaction and Social Practice - HARRIS CHAIKLIN - pp. 3
• Symbolic interaction and Social Work Supervision. - CARLTON E. MUNSON - pp. 8
• Symbolic Interaction and Social Assessment. - BILL HORNER - pp.19
• "Woman as symbol and social Welfare: An Interactionist Perspective. - RAYMOND L. SCHMITT & STANLEY E. GRUPP - pp.34
• Elements of the Perpetuation of Dependency in a Psychiatric Halfway House. - DAVID R. MAINES & MARILYN A. MARKOWITZ - pp.52
• The Interpretation of Child …

The Interpretation Of Child Abuse: Bureaucratic Relevance In Urban Newfoundland, Don Handelman

The Journal of Sociology & Social Welfare

The disposition of suspected instances of child abuse is accomplished by bureaucratic personnel through their interpretation of the relevancies of their organizational life-world. Three such instances are discussed: these resulted respectively in an unmodified interpretation, in a modified interpretation, and in an ambiguous interpretation. Among the bureaucratic relevancies which are discussed are, the elasticity itself of the rubric of "suspicion", the affluence of the suspected, and the nature of their support network. The reification of instances of suspected abuse is found to be related, in part, to bureaucratic contingencies which themselves are connected only tangentially to the behavioral phenomenon under …

The Social Construction Of Disability, Arnold Birenbaum

The Journal of Sociology & Social Welfare

This symbolic interactionist theory examines the structure of relationships between the disabled and the nondisabled through face-to-face interaction and the formation and participation in organizations which provide specialized services. Some propositions from Randall Collin's Conflict Sociology (1975) create a framework for understanding the behavior of the disabled. Goffman's concept of career is used to examine the conditions under which various adaptive strategies are employed by the disabled to negotiate favorable definitions of self from their social communication. Finally, a symbolic interactionist explanation is outlined to account for the active and interested involvement of the nonhandicapped with the handicapped in getting …

The "Significant Other" In Marital And Family Therapy, Nathan Hurvitz

The Journal of Sociology & Social Welfare

The significant other (SO) is derived from the social behaviorism of G. H. Mead which is comparable to contemporary cognitive behaviorism. The SO is defined as an analytical concept by examining interaction in social acts; it includes attributes associated with the family member's role-reciprocity, meanings, affect, self-concept and modeling; and it is associated with concepts such as transformation, attribution and social interchange. The process by which the therapist becomes an SO to the family members individually and jointly, and how he or she utilizes transformation, attribution and social interchange are outlined.

Symbolic Interactionism And Social Assessment, Bill Horner

The Journal of Sociology & Social Welfare

Social work needs a theoretical perspective that will provide impetus to the development of its unique function: social assessment and social intervention. The images and concepts characterizing symbolic interactionism seem to have the potential of meeting this need. This paper explores the perspective with the intent of suggesting its utility for assessing and intervening in interpersonal and environmental circumstances.

Overskill, John F. Prendergast

Reading Horizons: A Journal of Literacy and Language Arts

A very wise person once conjectured about the relative merits of teaching children individual sounds in isolation before allowing them to speak. Only after a child had demonstrated mastery of phonemes (sound units) could s/he be allowed to advance to morphemes (meaning units). Thought units (T units or sentences) would follow. Under such a highly structured, individualized learning program, students could easily learn to say, "I hate school," by the end of second or third grade (depending on intelligence, socio-economic status, and motivation of course).

On The Promise Of Symbolic Interaction For Social Welfare (A Comment By The Editor Of The Special Issue), Ralph Segalman

The Journal of Sociology & Social Welfare

In a previous article ("Theoretical Models of Social Structure and the Practice of Social Work," Arete Spring 1976, Vol. 4 no. 1) I commented on the variety of non-interchangable social theory doctrines utilized by social work, past and present, to explain the relationship between the client (or client group) and society. In it I indicated the hidden assumptions of the practitioner as revealed by his social theory of choice. As therapist he (or she) inferentially laid the onus of adjustment on the client; as advocate--on the society, depending upon the particular consensus or conflict theory utilized. I pointed out that …

Symbolic Interaction And Social Practice, Harris Chaiklin

The Journal of Sociology & Social Welfare

To make social theory useful for practice its concepts must be in a form which is compatible with the ways practitioners relate to people. Symbolic interaction has a unique contribution to make to this endeavor. Its unit of attention is interaction; what goes on between people. Facts and ideas at this level of abstraction can be used in intervention. By contrast theories of society and theories of system are descriptive. They provide useful background information for practice.