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    Charlotte Iserbyt-Deliberate Dumbing Down of America

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    kitommollufaSS
    This book argues that the academic meltdown in our public education system is intentional. It asserts that change agents have been working at the Education Department to change curriculum, not to improve teaching but to promote a socialist agenda. Their role is to create schools which will mold obedient citizens who no longer have the knowledge and skills to improve their lot in life, but are dependent on governement/multi-national companies' guidance to survive. The system will create imprisoned citizens that will be managed from cradle to grave to serve the needs of the state's managed economy. The book is clearly written,copiously documented, and finally asnwers the question "Why can't our kids read, write, and count?" A must-read for anyone with children. It presents a scary view of America's future if nothing is done to bring back our schools to the excellence of the turn of the century.

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    Charlotte Iserbyt-Deliberate Dumbing Down of America

    Uploaded by

    kitommollufaSS
    781 views738 pages
    This book argues that the academic meltdown in our public education system is intentional. It asserts that change agents have been working at the Education Department to change curriculum, not to improve teaching but to promote a socialist agenda. Their role is to create schools which will mold obedient citizens who no longer have the knowledge and skills to improve their lot in life, but are dependent on governement/multi-national companies' guidance to survive. The system will create imprisoned citizens that will be managed from cradle to grave to serve the needs of the state's managed economy. The book is clearly written,copiously documented, and finally asnwers the question "Why can't our kids read, write, and count?" A must-read for anyone with children. It presents a scary view of America's future if nothing is done to bring back our schools to the excellence of the turn of the century.

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    This book argues that the academic meltdown in our public education system is intentional. It asserts that change agents have been working at the Education Department to change curriculum, not to improve teaching but to promote a socialist agenda. Their role is to create schools which will mold obedient citizens who no longer have the knowledge and skills to improve their lot in life, but are dependent on governement/multi-national companies' guidance to survive. The system will create imprisoned citizens that will be managed from cradle to grave to serve the needs of the state's managed economy. The book is clearly written,copiously documented, and finally asnwers the question "Why can't our kids read, write, and count?" A must-read for anyone with children. It presents a scary view of America's future if nothing is done to bring back our schools to the excellence of the turn of the century.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    781 views738 pages

    Charlotte Iserbyt-Deliberate Dumbing Down of America

    Uploaded by

    kitommollufaSS
    This book argues that the academic meltdown in our public education system is intentional. It asserts that change agents have been working at the Education Department to change curriculum, not to improve teaching but to promote a socialist agenda. Their role is to create schools which will mold obedient citizens who no longer have the knowledge and skills to improve their lot in life, but are dependent on governement/multi-national companies' guidance to survive. The system will create imprisoned citizens that will be managed from cradle to grave to serve the needs of the state's managed economy. The book is clearly written,copiously documented, and finally asnwers the question "Why can't our kids read, write, and count?" A must-read for anyone with children. It presents a scary view of America's future if nothing is done to bring back our schools to the excellence of the turn of the century.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 738

    !

    #HRONOLOGICAL0APER4RAIL

    BY#HARLOTTE4HOMSON)SERBYT

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    DONEBYGETTING!MERICANLEGISLATORSTOUNDERSTANDTHATTHE!MERICANPEOPLEWANTTOREMAINA
    FREEPEOPLE INCHARGEOFTHEIROWNLIVESANDTHEEDUCATIONOFTHEIRCHILDREN

    XII

    02%&!#%

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    XIII

    0REFACE
     CONSTANT DOLLARS -ULTIPLY THE NUMBER OF STUDENTS BY THE PER PUPIL EXPENDITURE
    USING OLD FASHIONED MATHEMATICAL PROCEDURES FOR A TOTAL +n BUDGET PER YEAR OF 
    BILLIONDOLLARS)FONEADDSTHECOSTOFHIGHEREDUCATIONTOTHISlGURE ONEARRIVESATATOTAL
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    XIV

    0REFACE
    ATSCHOOLBOARDMEETINGS ATSTATELEGISLATIVEHEARINGSONEDUCATION AND MOSTIMPORTANTLY
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    WANTTHEMTOKNOWTHATIFTHEGOVERNMENTSCHOOLSAREALLOWEDTOTEACHCHILDREN+nUSING
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    SHOCKED TO lND PUBLIC EDUCATION HAD BECOME A WARM FUZZY SOFT MUSHY TOUCHY FEELY
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    MEMBER OF A PHILOSOPHY COMMITTEE FOR A SCHOOL AS AN ELECTED SCHOOL BOARD MEMBER AS
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    $EPARTMENT OF %DUCATION DURING 0RESIDENT 2ONALD 2EAGANS lRST TERM OF OFlCE /%2) WAS
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    ALL AREAS OF GOVERNMENTFEDERAL STATE AND LOCAL 4HE BRAINWASHING FOR ACCEPTANCE OF THE
    hSYSTEMSv CONTROL WOULD TAKE PLACE IN THE SCHOOLTHROUGH INDOCTRINATION AND THE USE OF
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    MANY MORE LABELS ON THE HORIZONIS NOTHING BUT PURE UNADULTERATED DESTRUCTION OF
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    XV

    0REFACE
    FORTHEGOVERNMENTSCHOOLTOMODIFYHISVALUESANDBEHAVIORATWILLWITHOUT OFCOURSE THE
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    THEDElNITIONOF@SOUNDANDWHOSEVALUESv
    !FTER TWO FAILED ATTEMPTS TO GET ELECTED TO THE SCHOOL BOARD ) lNALLY SUCCEEDED IN
     ON THE THIRD TRY 4HE VOTES WERE COUNTED THREE TIMES EVEN THOUGH ) HAD WON BY
    AVERYHEALTHYMARGIN
    -YEXPERIENCEONTHESCHOOLBOARDTAUGHTMETHATWHENITCOMESTOMODERNEDUCATION
    hTHE END JUSTIlES THE MEANSv /UR CHANGE AGENT SUPERINTENDENT WAS MORE AT HOME WITH
    A LIE THAN HE WAS WITH THE TRUTH 7HATEVER GOOD ) ACCOMPLISHED WHILE ON THE SCHOOL
    BOARDSTOPPINGTHE0LANNING 0ROGRAMMINGAND"UDGETING3YSTEM00"3 NOWKNOWNAS
    4OTAL1UALITY-ANAGEMENT41- OR'ENERALLY!CCEPTED!CCOUNTING0ROCEDURES'ENERALLY
    !CCEPTED &EDERAL &UNDING 2EPORTING '!!0'!&&2 GETTING VALUES CLARIlCATION BANNED
    BYTHEBOARD ANDDEMANDINGlVEYES  MINUTESOFGRAMMARPERDAY ETCWASTOSSED
    OUTTWOWEEKSAFTER)LEFTOFlCE
    !NOTHERMILESTONEONMYJOURNEYWASANIN SERVICETRAININGSESSIONENTITLEDh)NNOVATIONS
    IN %DUCATIONv ! RETIRED TEACHER WHO UNDERSTOOD WHAT WAS HAPPENING IN EDUCATION PAID
    FOR ME TO ATTEND 4HIS TRAINING PROGRAM DEVELOPED BY 0ROFESSOR 2ONALD (AVELOCK OF THE
    5NIVERSITYOF-ICHIGANANDFUNDEDBYTHE5NITED3TATES/FlCEOF%DUCATIONTAUGHTTEACHERS
    AND ADMINISTRATORS HOW TO hSNEAK INv CONTROVERSIAL METHODS OF TEACHING AND hINNOVATIVEv
    PROGRAMS 4HESE CONTROVERSIAL hINNOVATIVEv PROGRAMS INCLUDED HEALTH EDUCATION SEX
    EDUCATION DRUGANDALCOHOLEDUCATION DEATHEDUCATION CRITICALTHINKINGEDUCATION ETC3INCE
    THEN)HAVEALWAYSFOUNDITINTERESTINGTHATTHECONTROVERSIALSCHOOLPROGRAMSARETHEONLY
    ONESTHATHAVETHEWORDhEDUCATIONvATTACHEDTOTHEM)DONTRECALLUNTILRECENTLYvMATH
    ED vhREADINGED vhHISTORYED vORhSCIENCEEDv!GOODRULEOFTHUMBFORTEACHERS PARENTS
    XVI

    0REFACE
    ANDSCHOOLBOARDMEMBERSINTERESTEDINACADEMICSANDTRADITIONALVALUESISTOQUESTIONANY
    SUBJECTTHATHASTHEWORDhEDUCATIONvATTACHEDTOIT
    4HISIN SERVICETRAININGLITERALLYhBLEWMYMINDv)HAVENEVERRECOVEREDFROMIT4HE
    PRESENTERCHANGEAGENT TAUGHTUSHOWTOhMANIPULATEvTHETAXPAYERSPARENTSINTOACCEPTING
    CONTROVERSIALPROGRAMS(EEXPLAINEDHOWTOIDENTIFYTHEhRESISTERSvINTHECOMMUNITYAND
    HOW TO GET AROUND THEIR RESISTANCE (E INSTRUCTED US IN HOW TO GO TO THE HIGHLY RESPECTED
    MEMBERSOFTHECOMMUNITYTHOSEWITHTHE#HAMBEROF#OMMERCE 2OTARY *UNIOR,EAGUE
    ,ITTLE ,EAGUE 9-#! (ISTORICAL 3OCIETY ETCTO MANIPULATE THEM INTO SUPPORTING THE
    CONTROVERSIALNON ACADEMICPROGRAMSANDINTOBAD MOUTHINGTHERESISTERS!DVICEWASALSO
    GIVENASTOHOWTOGETTHEMEDIATOSUPPORTTHESEPROGRAMS
    ) LEFT THIS TRAININGWITH MY VERY VALUABLE TEXTBOOK 4HE #HANGE !GENTS 'UIDE TO
    )NNOVATIONSIN%DUCATION UNDERMYARMFEELINGVERYSICKTOMYSTOMACHANDINCOMPLETE
    DENIAL OVER THAT IN WHICH ) HAD BEEN INVOLVED 4HIS WAS NOT THE NATION IN WHICH ) GREW
    UP SOMETHING SERIOUSLY DISTURBING HAD HAPPENED BETWEEN  WHEN ) LEFT THE 5NITED
    3TATESANDWHEN)RETURNED
    /RCHESTRATED#ONSENSUS
    )N RETROSPECT ) HAD JUST FOUND OUT THAT THE 5NITED 3TATES WAS ENGAGED IN WAR 0EOPLE
    WRITE IMPORTANT BOOKS ABOUT WAR BOOKS DOCUMENTING THE BATTLES FOUGHT THE NAMES OF
    THE GENERALS INVOLVED THE NAMES OF THOSE WHO lRED THE lRST SHOT 4HIS BOOK IS SIMPLY A
    HISTORYBOOKABOUTANOTHERKINDOFWAR

    ONEFOUGHTUSINGPSYCHOLOGICALMETHODS
    AONE HUNDRED YEARWAR
    ADIFFERENT MOREDEADLYWARTHANANYINWHICHOURCOUNTRYHASEVERBEENINVOLVED
    AWARABOUTWHICHTHEAVERAGE!MERICANHASNTTHEFOGGIESTIDEA

    4HE REASON !MERICANS DO NOT UNDERSTAND THIS WAR IS BECAUSE IT HAS BEEN FOUGHT IN
    SECRETINTHESCHOOLSOFOURNATION TARGETINGOURCHILDRENWHOARECAPTIVEINCLASSROOMS4HE
    WAGERSOFTHISWARAREUSINGVERYSOPHISTICATEDANDEFFECTIVETOOLS

    (EGELIAN$IALECTICCOMMONGROUND CONSENSUSANDCOMPROMISE
    'RADUALISMTWOSTEPSFORWARDONESTEPBACKWARD
    3EMANTICDECEPTIONREDElNINGTERMSTOGETAGREEMENTWITHOUTUNDERSTANDING 
    4HE (EGELIAN $IALECTIC IS A PROCESS FORMULATED BY THE 'ERMAN PHILOSOPHER 'EORG
    3YNTHESIS
    CONSENSUS

    4HESIS!NTITHESIS

    XVII

    0REFACE
    7ILHELM &RIEDRICH (EGEL n AND USED BY +ARL -ARX IN CODIFYING REVOLUTIONARY
    #OMMUNISMASDIALECTICALMATERIALISM4HISPROCESSCANBEILLUSTRATEDAS
    4HEh4HESISvREPRESENTSEITHERANESTABLISHEDPRACTICEORPOINTOFVIEWWHICHISPITTED
    AGAINST THE h!NTITHESISvUSUALLY A CRISIS OF OPPOSITION FABRICATED OR CREATED BY CHANGE
    AGENTSCAUSINGTHEh4HESISvTOCOMPROMISEITSELF INCORPORATINGSOMEPARTOFTHEh!NTITHESISv
    TOPRODUCETHEh3YNTHESISvSOMETIMESCALLEDCONSENSUS4HISISTHEPRIMARYTOOLINTHEBAG
    OFTRICKSUSEDBYCHANGEAGENTSWHOARETRAINEDTODIRECTTHISPROCESSALLOVERTHECOUNTRY
    MUCH LIKE THE IN SERVICE TRAINING ) RECEIVED ! GOOD EXAMPLE OF THIS CONCEPT WAS VOICED
    BY 4( "ELL WHEN HE WAS 53 3ECRETARY OF %DUCATION h;7E= NEED TO CREATE A CRISIS TO
    GET CONSENSUS IN ORDER TO BRING ABOUT CHANGEv 4HE READER MIGHT BE REMINDED THAT IT
    WAS UNDER 4( "ELLS DIRECTION THAT THE 53 $EPARTMENT OF %DUCATION IMPLEMENTED THE
    CHANGEShSUGGESTEDvBY!.ATIONAT2ISKTHEALARMTHATWASSOUNDEDINTHEEARLYS
    TOANNOUNCETHEhCRISISvINEDUCATION
    3INCE WE HAVE BEEN AS A NATION SO RELENTLESSLY EXPOSED TO THIS (EGELIAN DIALECTICAL
    PROCESS WHICH IS ESSENTIAL TO THE SMOOTH OPERATION OF THE hSYSTEMv UNDER THE GUISE
    OF hREACHING CONSENSUSv IN OUR INVOLVEMENT IN PARENT TEACHER ORGANIZATIONS ON SCHOOL
    BOARDS IN LEGISLATURES AND EVEN IN GOAL SETTING IN COMMUNITY SERVICE ORGANIZATIONS AND
    GROUPSINCLUDING OUR CHURCHES) WANT TO EXPLAIN CLEARLY HOW IT WORKS IN A PRACTICAL
    APPLICATION!GOODEXAMPLEWITHWHICHMOSTOFUSCANIDENTIFYINVOLVESPROPERTYTAXESFOR
    LOCALSCHOOLS,ETUSCONSIDERANEXAMPLEFROM-ICHIGAN
    4HE INTERNATIONALIST CHANGE AGENTS MUST ABOLISH LOCAL CONTROL THE h4HESISv IN ORDER
    TO RESTRUCTURE OUR SCHOOLS FROM ACADEMICS TO GLOBAL WORKFORCE TRAINING THE h3YNTHESISv 
    &UNDINGOFEDUCATIONWITHTHEPROPERTYTAXALLOWSLOCALCONTROL BUTITALSOENABLESTHECHANGE
    AGENTS AND TEACHERS UNIONS TO CREATE HIGHER AND HIGHER SCHOOL BUDGETS PAID FOR WITH
    HIGHER TAXES THUS INFURIATING HOMEOWNERS %VENTUALLY PROPERTY OWNERS ACCEPT THE CHANGE
    AGENTS RADICAL PROPOSAL THE h!NTI THESISv TO REDUCE THEIR PROPERTY TAXES BY TRANSFERRING
    EDUCATION FUNDING FROM THE LOCAL PROPERTY TAX TO THE STATE INCOME TAX 4HUS THE CHANGE
    AGENTS ACCOMPLISH THEIR ULTIMATE GOAL THE TRANSFER OF FUNDING OF EDUCATION FROM THE LOCAL
    LEVEL TO THE STATE LEVEL 7HEN THIS TRANSFER OCCURS IT INCREASES STATEFEDERAL CONTROL AND
    FUNDING LEADINGTOTHEFEDERALINTERNATIONALISTGOALOFIMPLEMENTINGGLOBALWORKFORCETRAINING
    THROUGHTHESCHOOLSTHEh3YNTHESISv 
    2EGARDINGTHEPOWEROFhGRADUALISM vREMEMBERTHESTORYOFTHEFROGANDHOWHEDIDNT
    SAVE HIMSELF BECAUSE HE DIDNT REALIZE WHAT WAS HAPPENING TO HIM (E WAS THROWN INTO
    COLD WATER WHICH IN TURN WAS GRADUALLY HEATED UP UNTIL lNALLY IT REACHED THE BOILING
    POINT AND HE WAS DEAD 4HIS IS HOW hGRADUALISMv WORKS THROUGH A SERIES OF hCREATED
    CRISESv WHICH UTILIZE (EGELS DIALECTICAL PROCESS LEADING US TO MORE RADICAL CHANGE THAN
    WEWOULDEVEROTHERWISEACCEPT
    )NTHEINSTANCEOFhSEMANTICDECEPTIONvDOYOUREMEMBERYOURKINDLYPRINCIPALTELLING
    YOU THAT THE NEW DECISION MAKING PROGRAM WOULD HELP YOUR CHILD MAKE BETTER DECISIONS
    7HATGOODPARENTWOULDNTWANTHISORHERCHILDTOLEARNHOWTOMAKEhGOODvDECISIONS
    $IDYOUKNOWTHATTHEDECISION MAKINGPROGRAMISTHESAMECONTROVERSIALVALUESCLARIlCATION
    PROGRAM RECENTLY REJECTED BY YOUR SCHOOL BOARD AND AGAINST WHICH YOU MAY HAVE GIVEN
    REPEATED TESTIMONY !S )VE SAID BEFORE THE WAGERS OF THIS INTELLECTUAL SOCIAL WAR HAVE
    EMPLOYEDVERYEFFECTIVEWEAPONSTOIMPLEMENTTHEIRCHANGES
    4HISWARHAS INFACT BECOMETHEWARTOENDALLWARS)FCITIZENSONTHISPLANETCANBE
    BRAINWASHED OR ROBOTIZED USING DUMBED DOWN 0AVLOVIAN3KINNERIAN EDUCATION TO ACCEPT
    XVIII

    0REFACE
    WHAT THOSE IN CONTROL WANT THERE WILL BE NO MORE WARS )F THERE ARE NO RIGHTS OR WRONGS
    THERE WILL BE NO ONE WANTING TO hRIGHTv A hWRONGv 2OBOTS HAVE NO CONSCIENCE 4HE ONLY
    PERMISSIBLE CONSCIENCE WILL BE THE 5NITED .ATIONS OR A GLOBAL CONSCIENCE 7HETHER AN
    ACTION IS GOOD OR BAD WILL BE DECIDED BY A h'LOBAL 'OVERNMENTS 'LOBAL #ONSCIENCE v AS
    RECOMMENDEDBY$R"ROCK#HISHOLM EXECUTIVESECRETARYOFTHE7ORLD(EALTH/RGANIZATION
    )NTERIM#OMMISSION INANDLATERINBYCURRENT5NITED3TATES3ECRETARYOF3TATE
    -ADELINE!LBRIGHT3EEQUOTESINENTRYUNDER
    9OUMAYPROTEST h"UT NOONEHASDIEDINTHISWARv)STHATTHEONLYCRITERIAWEHAVE
    WITH WHICH TO MEASURE WHETHER WAR IS WAR $IDNT !RISTOTLE SAY IT WELL WHEN HE SAID
    h%DUCATEDMENAREASMUCHSUPERIORTOUNEDUCATEDMENASTHELIVINGARETOTHEDEADv4O
    WITHHOLDTHETOOLSOFEDUCATIONCANKILLAPERSONSSPIRITJUSTASSURELYASABULLETHISBODY
    4HETRAGEDYISTHATMANY!MERICANSHAVEDIEDINOTHERWARSTOPROTECTTHEFREEDOMSBEING
    TAKEN AWAY IN THIS ONE 4HIS WAR WHICH PRODUCES THE DEATH OF INTELLECT AND FREEDOM IS
    NOT WAGED BY A FOREIGN ENEMY BUT BY THE SILENT ENEMY IN THE IVORY TOWERS IN OUR OWN
    GOVERNMENT ANDINTAX EXEMPTFOUNDATIONSTHEENEMYWHOSEEVERYMOVE)HAVETRIEDTO
    DOCUMENTINTHISBOOK USUALLYINHISHERITSOWNWORDS
    2ONALD (AVELOCKS CHANGE AGENT IN SERVICE TRAINING PREPARED ME FOR WHAT ) WOULD
    lNDINTHE53$EPARTMENTOF%DUCATIONWHEN)WORKEDTHEREFROMn4HEUSEOF
    TAXPAYERSHARD EARNEDMONEYTOFUND(AVELOCKSh#HANGE!GENT-ANUALvWASONLYONEOUT
    OFHUNDREDSOFEXPENSIVE53$EPARTMENTOF%DUCATIONGRANTSEACHYEARGOINGEVERYWHERE
    EVENOVERSEAS TOFURTHERTHECAUSEOFINTERNATIONALISThDUMBINGDOWNvEDUCATIONBEHAVIOR
    MODIlCATION SO NECESSARY FOR THE PRESENT INTRODUCTION OF GLOBAL WORKFORCE TRAINING )
    WAS RELIEVED OF MY DUTIES AFTER LEAKING AN IMPORTANT TECHNOLOGY GRANT COMPUTER ASSISTED
    INSTRUCTIONPROPOSAL TOTHEPRESS
    -UCH OF THIS BOOK CONTAINS QUOTES FROM GOVERNMENT DOCUMENTS DETAILING THE REAL
    PURPOSESOF!MERICANEDUCATION

    TO USE THE SCHOOLS TO CHANGE !MERICA FROM A FREE INDIVIDUAL NATION TO A SOCIALIST

    GLOBAL hSTATE v JUST ONE OF MANY SOCIALIST STATES WHICH WILL BE SUBSERVIENT TO THE
    5NITED.ATIONS#HARTER NOTTHE5NITED3TATES#ONSTITUTION
    TO BRAINWASH OUR CHILDREN STARTING AT BIRTH TO REJECT INDIVIDUALISM IN FAVOR OF
    COLLECTIVISM
    TOREJECTHIGHACADEMICSTANDARDSINFAVOROF/"%)3/EGALITARIANISM
    TOREJECTTRUTHANDABSOLUTESINFAVOROFTOLERANCE SITUATIONALETHICSANDCONSENSUS
    TOREJECT!MERICANVALUESINFAVOROFINTERNATIONALISTVALUESGLOBALISM
    TOREJECTFREEDOMTOCHOOSEONESCAREERINFAVOROFTHETOTALITARIAN+nSCHOOL TO
    WORK/"% PROCESS APTLY NAMED hLIMITED LEARNING FOR LIFELONG LABOR v COORDINATED
    THROUGH5NITED.ATIONS%DUCATIONAL 3CIENTIlC AND#ULTURAL/RGANIZATION

    /NLYWHENALLCHILDRENINPUBLIC PRIVATEANDHOMESCHOOLSAREROBOTIZEDANDBELIEVE
    ASONEWILL7ORLD'OVERNMENTBEACCEPTABLETOCITIZENSANDABLETOBEIMPLEMENTEDWITHOUT
    lRING A SHOT 4HE ATTRACTIVE SOUNDING hCHOICEv PROPOSALS WILL ENABLE THE GLOBALIST ELITE TO
    ACHIEVE THEIR GOAL THE ROBOTIZATION BRAINWASHING OF ALL !MERICANS IN ORDER TO GAIN THEIR
    ACCEPTANCE OF LIFELONG EDUCATION AND WORKFORCE TRAININGPART OF THE WORLD MANAGEMENT
    SYSTEMTOACHIEVEANEWGLOBALFEUDALISM
    XIX

    0REFACE
    4HESOCIALISTFASCISTGLOBALWORKFORCETRAININGAGENDAISBEINGIMPLEMENTEDAS)WRITE
    THIS BOOK 4HE REPORT TO THE %UROPEAN #OMMISSION ENTITLED 4RANSATLANTIC #O OPERATION IN
    )NTERNATIONAL %DUCATION 0ROJECTS OF THE (ANDSWERKSKAMMER +OBLENZ WITH 0ARTNERS IN THE
    5NITED 3TATES AND IN THE %UROPEAN 5NION BY +ARL *URGEN 7ILBERT AND "ERNARD %CKGOLD
    -AY SAYSINPART
    )N*UNE  WITHTHESUPPORTOFTHE(ANDSWERKSKAMER+OBLENZ AN!MERICAN 'ERMAN
    VOCATIONAL EDUCATION CONFERENCE TOOK PLACE AT THE 5NIVERSITY OF 4EXAS AT !USTIN 4HE
    VOCATIONAL EDUCATION RESEARCHERS AND ECONOMIC SPECIALISTS WERE IN AGREEMENT THAT AN
    ECONOMICANDEMPLOYMENTPOLICYISNECESSARYWHEREASYSTEMATICVOCATIONALTRAININGISAS
    EQUALLYIMPORTANTASANACADEMICEDUCATION ASAhCAREERPATHWAYv4HElRSTPRACTICAL
    STEPSALONGTHESELINES WHICHAREALSOSIGNIlCANTFROMTHEPOINTOFVIEWOFTHEEDUCATIONAL
    POLICY WERE MADE WITH THE VOCATIONAL TRAINING OF !MERICAN APPRENTICES IN SKILLED CRAFT
    COMPANIES INTHEAREAOFTHE+OBLENZCHAMBER

    5NDERSECTIONhE 3CIENTIlC!SSISTANCEFORTHE0ROJECTS vONEREADS


    4HE INTERNATIONAL PROJECTS OUGHT TO BE SCIENTIlCALLY ASSISTED AND ANALYZED BOTH FOR THE
    FEEDBACKTOTHETRANSATLANTICDIALOGUEONEDUCATIONALPOLICY ANDALSOFORTHEASSESSMENT
    ANDQUALITATIVEIMPROVEMENTOFTHECROSS BORDERVOCATIONALEDUCATIONPROJECTS!SARESULT
    IT SHOULD BE MADE POSSIBLE ON THE 'ERMAN SIDE TO SET UP A CONNECTION TO OTHER PROJECTS
    OF 'ERMAN !MERICAN COOPERATION IN VOCATIONAL TRAINING EG OF THE FEDERAL INSTITUTE FOR
    VOCATIONALTRAININGFORTHEPROJECTINTHE53STATEOF-AINE/NTHE53!SIDEANINTERLINKING
    WITHOTHERINITIATIVESFORVOCATIONALTRAININGFOREXAMPLE THROUGHTHE#ENTERFORTHE3TUDY
    OF(UMAN2ESOURCESATTHE5NIVERSITYOF4EXAS !USTINWOULDBEDESIRABLE

    4HIS PARTICULAR DOCUMENT DISCUSSES THE HISTORY OF APPRENTICESHIPSESPECIALLY THE


    ROLE OF MEDIEVAL GUILDSAND ATTEMPTS TO MAKE A CASE FOR NATIONS WHICH HERETOFORE HAVE
    CHERISHEDLIBERALECONOMICIDEASIE INDIVIDUALECONOMICFREEDOMTORETURNTOASYSTEM
    OFCOOPERATIVEECONOMICSOLUTIONSTHEGUILDSYSTEMUSEDINTHE-IDDLE!GESWHICHACCEPTED
    VERYYOUNGCHILDRENFROMFARMSANDCITIESANDTRAINEDTHEMINhNECESSARYvSKILLS !NOTHER
    WORD FOR THIS IS hSERFDOMv (AD OUR ELECTED OFlCIALS AT THE FEDERAL STATE AND LOCAL LEVELS
    READ THIS DOCUMENT THEY COULD NEVER HAVE VOTED IN FAVOR OF SOCIALISTFASCIST LEGISLATION
    IMPLEMENTINGWORKFORCETRAININGTOMEETTHENEEDSOFTHEGLOBALECONOMY5NLESS OFCOURSE
    THEY HAPPEN TO SUPPORT SUCH A TOTALITARIAN ECONOMIC SYSTEM 4HIS INCREDIBLE DOCUMENT
    WASACCESSEDATTHEFOLLOWINGINTERNETADDRESSHTTPWWWKWK KOBLENZDEAUSLANDTRANS
    UKDOC
    *UST AS "ARBARA 4UCHMAN OR ANOTHER HISTORIAN WOULD DO IN WRITING THE HISTORY OF THE
    OTHER KINDS OF WARS ) HAVE IDENTIlED CHRONOLOGICALLY THE MAJOR BATTLES PLAYERS DATES
    ANDPLACES)KNOWTHATRESEARCHERSANDWRITERSWITHFARMORETALENTTHAN)WILLFEELTHAT)
    HAVENEGLECTEDSOMEKEYEVENTSINTHISWAR)STANDGUILTYONALLCOUNTS EVENBEFORETHEIR
    WELL RESEARCHED CHARGES ARE SUBMITTED 9ES MUCH OF IMPORTANCE HAS BEEN LEFT OUT DUE TO
    SPACELIMITATIONS BUTTHEOVERVIEWOFTHEBATTLElELDSANDMANEUVERSWILLGIVETHEREADERAN
    OPPORTUNITYTOGLIMPSETHEIMMENSITYOFTHISCONmICT
    )N ORDER TO WIN A BATTLE ONE MUST KNOW WHO THE hREALv ENEMY IS /THERWISE ONE IS
    SHOOTINGINTHEDARKANDOFTENHITTINGTHOSENOTTHELEASTBITRESPONSIBLEFORTHEMAYHEM
    4HISBOOK HOPEFULLY IDENTIlESTHEhREALvENEMYANDPROVIDES!MERICANSINVOLVEDINTHIS
    WARBE THEY PLAIN ORDINARY CITIZENS ELECTED OFlCIALS OR TRADITIONAL TEACHERSWITH THE
    XX

    0REFACE
    AMMUNITIONTOlGHTTOOBTAINVICTORY
    %NDNOTES
    .OTED3OVIETDISSIDENT SLAVELABORCAMPINTERN ANDAUTHOROF4HE'ULAG!RCHIPELAGOANDNUMEROUSOTHERBOOKS
    4HE "ASIC 7ORKS OF !RISTOTLE 2ICHARD -C+EON %D FROM &AMILIAR 1UOTATIONS BY *OHN "ARTLETT TH ED ,ITTLE "ROWN
    #O"OSTON 4ORONTO  
    3TATISTICS TAKEN FROM 4HE #ONDITION OF %DUCATION  PUBLISHED BY THE .ATIONAL #ENTER FOR %DUCATIONAL 3TATISTICS 53
    $EPARTMENTOF%DUCATION.#%3n )NTERNETADDRESSHTTPWWWEDGOV.#%3
    /"%-,$)OROUTCOMES BASEDEDUCATIONMASTERYLEARNINGDIRECTINSTRUCTION
    $EAN'OTCHER AUTHOROF4HE$IALECTIC0RAXIS$IAPRAXANDTHE%NDOFTHE!GESANDOTHERMATERIALSDEALINGWITHDIALECTICAL
    CONSENSUSBUILDINGANDHUMANRELATIONSTRAINING HASDONESOMEEXCELLENTWORKINTHISAREAOFRESEARCH&ORMOREDETAILED
    INFORMATION ON THIS PROCESS PLEASE WRITE TO $EAN 'OTCHER OF THE )NSTITUTION FOR !UTHORITY 2ESEARCH  3 "OSTON 0L
    4ULSA /KLAHOMAL ORCALLnn
    3EE!PPENDIX88))FORANARTICLEBY4IM#LEMWHICHEXPLAINSTHISPROCESSINMUCHMOREDETAIL
    )3/ STANDS FOR )NTERNATIONAL 3TANDARDS OF /PERATION FOR MANUFACTURING  AND HUMAN RESOURCES  COORDINATED
    THROUGHTHE5NITED.ATIONS%DUCATIONAL 3OCIALAND#ULTURAL/RGANIZATION5.%3#/ 
    h0RIVATIZATIONOR3OCIALIZATIONvBY#7EATHERLY $ELIVEREDASPARTOFASPEECHTOAGROUPIN-INNESOTAANDLATERPUB
    LISHEDIN4HE#HRISTIAN#ONSCIENCEMAGAZINE6OL .O&EBRUARY PPn 

    XXI

    !#+./7,%$'-%.43

    )NPARTICULAR)WANTTOTHANKAHANDFULOFGOVERNMENTOFlCIALSWHOPROVIDEDMEWITH
    IMPORTANTDOCUMENTS4HEYMUSTREMAINANONYMOUSFOROBVIOUSREASONS
    )WOULDALSOLIKETOMENTIONSEVERALINCREDIBLYlNE!MERICANSWHOAREUNFORTUNATELYNO
    LONGERWITHUS WHOPROVIDEDMEWITHTHEPRICELESSRESEARCHANDNECESSARYRESOURCESTOWRITE
    THISBOOK4HEYARE*O !NN!BRIGG 2EXFORD$ANIELS .ORMAN$ODD 2UTH&ELD -ARY,ARKIN
    *UDGE2OBERT-ORRIS 7ALTER#ROCKER0EWAND-ARY2OYER
    6ERYSPECIALTHANKSGOTOTHEFOLLOWINGEDUCATIONRESEARCHERSANDWRITERSWITHWHOM
    )HAVEWORKEDANDWHOHAVECONTRIBUTEDTOANDMADETHISBOOKPOSSIBLEINALPHABETICAL
    ORDER -ARY!DAMS 0OLLY!NGLIN -ARILYN"OYER 3HIRLEY#ORRELL 0EGGYAND$ENNIS#UDDY
    *ANET %GAN -ELANIE &IELDS !NN &RAZIER "ETTY &REAUF *EANNIE 'EORGES 0EGGY 'RIMES
    2OSALIND(ALEY +AREN(AYES 4RACEY(AYES -AUREEN(EATON -ARY*O(EILAND !NN(ERZER
    !NITA (OGE "ETSY +RAUS *ACQUELINE AND -ALCOLM ,AWRENCE -INA ,EGG "ETTYE AND +IRK
    ,EWIS *OANNE,ISAC *OAN-ASTERS .ANCY-AZE *ANELLE-OON /PAL-OORE "ARBARA-ORRIS
    ,U!NNE2OBSON 0ATRICIA2OYALL %LISABETH2USSINOFF #RIS3HARDELMAN $EBBIE3TEVENS 2OSE
    3TEWART %LISABETH 4ROTTO 'EORGIANA 7ARNER 'ERI 7ENTA AND *IL 7ILSON 4HANKS ARE ALSO
    EXTENDEDTOTHEIRRESPECTIVESPOUSESWHOMADETHEIRCONTRIBUTIONSPOSSIBLE
    /BVIOUSLY THE JOB OF EDITING THIS BOOK WAS MONUMENTAL #YNTHIA 7EATHERLY WHO IS
    ONEOFTHENATIONSlNESTEDUCATIONRESEARCHERSANDTALENTEDWRITERSANDWITHWHOM)HAVE
    WORKEDFORTWENTYYEARS TOOKMYROUGHMANUSCRIPTANDTURNEDITINTOAMAMMOTHHISTORICAL
    PRESENTATION (ER INCREDIBLE WORK ON THIS BOOK REPRESENTS A TRUE LABOR OF LOVE FOR THIS
    NATION AND FOR OUR CHILDREN AND GRANDCHILDREN ) WILL FOREVER BE GRATEFUL TO #INDI AND HER
    HUSBAND .EAL WHOEXTENDEDAGRACIOUSWELCOMETOMEEACHTIME)DESCENDEDUPONTHEM
    INCLUDINGAFOUR MONTHSTAYLASTWINTER
    )N ADDITION MY DEEPEST THANKS GO TO THE ,ESLIE FAMILY OF #ONSCIENCE 0RESS3ARAH
    ,YNNAND#OLIN AND3ARAHSPARENTS 0AULAND*EAN(ULING EACHOFWHOMCONTRIBUTEDIN
    XXIII

    !CKNOWLEDGMENTS
    HISOWNVITALWAYTOTHEPUBLICATIONOFTHISBOOKINSUCHAPROFESSIONALMANNER(OWTHIS
    FAMILY PUBLISHED THIS BOOK AND MANAGED AT THE SAME TIME TO MAKE THREE MOVES IN AND
    OUT OF DIFFERENT HOUSES DURING THIS ONE YEAR PERIOD IS BEYOND BELIEF 4HERE ARE NO WORDS
    TO EXPRESS THIS WRITERS GRATITUDE FOR THIS ONE FAMILYS CONTRIBUTION TO THE PRESERVATION
    OFLIBERTYFORALL!MERICANS
    /FCOURSE THEBOOKWOULDNEVERHAVESEENTHELIGHTOFDAYWITHOUTTHEVERYPROFESSIONAL
    JOBDELIVEREDBY4IMAND*ANET&IELDSOF4HE!THENS0RINTING#OMPANYOF!THENS 'EORGIA
    4IMSUNBELIEVABLEPATIENCEWITHINTERMINABLEDELAYSWASBEYONDTHECALLOFDUTY
    !ND LAST BUT NOT LEAST THANKS TO THE FOLKS AT THE REFERENCE DESK OF THE 5NIVERSITY
    OF 'EORGIA ,IBRARY WHO CHEERFULLY AND PROFESSIONALLY ASSISTED THE WRITER AND EDITOR
    WITH CRITICAL DOCUMENTATION AND TO !IR 4RAN WHOSE EXTREMELY REASONABLE AIRFARE FROM
    "OSTON TO !TLANTA ALLOWED #INDI AND ME TO COLLABORATE ON THE MOST IMPORTANT STAGES OF
    THISBOOKSPRODUCTION
    $EEPEST APOLOGIES TO WHOMEVER ) HAVE NEGLECTED TO MENTION 9OU WILL lND A SPECIAL
    PLACEIN(EAVEN

    XXIV

    ).42/$5#4)/.

    )NTHEFALLOFLASMALLGROUPOFSTUDENTSINANINTRODUCTIONTOEDUCATIONALPSYCHOLOGY
    CLASSATAMIDWESTERNUNIVERSITYSAVEDEVERYSINGLESOULINTHELIFEBOAT
    4HE PROFESSOR BECAME AGITATED h.O 'O BACK AND DO THE EXERCISE AGAIN &OLLOW
    THEINSTRUCTIONSv
    4HESTUDENTS PRODUCTSOFTHERADICALSCULTURE EXPECTEDTHISTOBEASMALLGROUP
    ASSIGNMENT IN CREATIVITY AND INGENUITY 4HEY HAD WORKED OUT AN INTRICATE PLAN WHEREBY
    EVERYONEINTHELIFEBOATCOULDSURVIVE7HENTHEPROFESSORPERSISTED THESTUDENTSRESISTEDAND
    ULTIMATELYREFUSEDTODOTHEEXERCISE#HALKUPAVICTORYTOTHEHUMANSPIRIT
    (OWEVER IT WAS A SHORT LIVED VICTORY 4HIS OVERLOADED hLIFEBOAT IN CRISISv REPRESENTED
    A DRAMATIC SHIFT IN EDUCATION 4HE EXERCISEIN WHICH STUDENTS WERE COMPELLED TO CHOOSE
    WHICHHUMANSWEREEXPENDABLEAND THEREFORE SHOULDBECASTOFFINTOTHEWATERBECAME
    AMAINSTAYINCLASSROOMSACROSSTHECOUNTRY#REATIVESOLUTIONS.OTALLOWED)NSTRUCTIONS
    3TRICTLY ADHERED TO )N TRUTH THERE IS TO BE ONLY ONE CORRECT ANSWER TO THE LIFEBOAT
    DRAMADEATH
    4HENARROWINGDUMBINGDOWN OFINTELLECTUALFREEDOMHADBEGUN,IFEBOATEXERCISES
    EPITOMIZETHESHIFTINEDUCATIONFROMACADEMICEDUCATIONn TOVALUESEDUCATION
    n )NTHEDELIBERATEDUMBINGDOWNOFAMERICAWRITER#HARLOTTE)SERBYTCHRONICLES
    THISSHIFTANDTHELATERSHIFTTOWORKFORCETRAININGhEDUCATIONvn 4HECASEISMADE
    THATTHEVALUESEDUCATIONPERIODWASCRITICALTOTHETRANSFORMATIONOFEDUCATION)TSUCCEEDED
    INPERSUADINGBRAINWASHINGDUPING !MERICANSINTOACCEPTINGTHEBELIEFTHATVALUESWERE
    TRANSIENT mEXIBLE AND SITUATIONALSUBJECT TO THE EVOLUTION OF HUMAN SOCIETY "RAVE NEW
    VALUES WERE INTEGRATED INTO CURRICULA AND INSTRUCTION 4HE MIND OF THE AVERAGE !MERICAN
    BECAMEhTRAINEDvCONDITIONED TOACCEPTTHEIDEATHATEDUCATIONEXISTSSOLELYFORTHEPURPOSE
    OFGETTINGAGOODPAYINGJOBINTHEGLOBALWORKFORCEECONOMY
    XXV

    )NTRODUCTION
    h(UMAN CAPITAL v A TERM COINED BY REFORMERS TO DESCRIBE OUR CHILDREN IMPLIES THAT
    HUMANSAREEXPENDABLE4HISEXPLAINSWHYTHELIFEBOATEXERCISEHASBEENUSEDSORAMPANTLY
    AND WHY IT WAS SO CRITICAL TO THE EDUCATION REFORMERS PLANS )S IT ANY WONDER THEN THAT
    WE WITNESSED THE HORROR OF THE ,ITTLETON #OLORADO SHOOTINGS AND THAT OTHER VIOLENCE
    IN SCHOOLS ACROSS THE COUNTRY IS INCREASING $EATH EDUCATION IN THE CLASSROOM MAY BE
    LINKED TO DEATHS IN THE CLASSROOM 4HE DUMBING DOWN OF A NATION INEVITABLY LEADS TO
    THEDEATHOFACULTURE
    4HE PREMISE OF #HARLOTTE )SERBYTS CHRONOLOGICAL HISTORY OF THE hDELIBERATE DUMBING
    DOWNvOF!MERICAISBORNEOUTBYTHEAUTHORSEXTENSIVEDOCUMENTATION GATHEREDFROMTHE
    EDUCATIONCOMMUNITYSOWNSOURCES)SERBYTISOLATESTHEPUBLICPOLICYENDOFEDUCATIONAND
    STICKSWITHITFROMDECADETODECADE STEADFASTLYDOCUMENTINGTHECONTROVERSIALMETHODOLOGY
    THAT HAS BEEN INSTITUTIONALIZED INTO LEGISLATION PUBLIC DOCUMENTS AND OTHER IMPORTANT
    PAPERS SETTING FORTH PUBLIC AGENDA "Y CHOOSING TO FOCUS ON PUBLIC POLICY IN THE CONTEXT
    OF ACADEMIC THEORY )SERBYT lLLS AN IMPORTANT VOID IN ANTI REFORM LITERATURE (ER MOST
    IMPORTANT CONTRIBUTION IS DEMONSTRATING HOW THEORY INFLUENCED PUBLIC POLICY PUBLIC
    POLICYINmUENCEDTHEORY ANDHOWTHISULTIMATELYAFFECTEDPRACTICEHOWPOLICYANDTHEORY
    PLAYEDOUTINTHECLASSROOM
    )SERBYTSKILLFULLYDEMONSTRATESTHEINTERCONNECTIONSBETWEENTHEINTERNATIONAL NATIONAL
    REGIONAL STATE AND LOCAL PLANS FOR THE TRANSFORMATION OF !MERICAN SOCIETY VIA EDUCATION
    )SERBYT CONNECTS THE EVOLUTION OF EDUCATION IN THE TWENTIETH CENTURY TO MAJOR SIGNIlCANT
    GEOPOLITICAL SOCIAL AND ECONOMIC EVENTS WHICH HAVE INmUENCED EDUCATION POLICY 4HIS
    ATTENTIONTODETAILADDSIMPORTANTCONTEXTTOTHEEVENTSCHRONICLEDINTHEBOOK ADIMENSION
    NOTFOUNDINOTHERBOOKSCRITIQUINGEDUCATIONREFORM
    &ORTOOMANYYEARSTHELATE(ARVARDPSYCHOLOGIST"&3KINNERHASBEENVIRTUALLYIGNORED
    BY CONSERVATIVE LEADERS WHO FOCUSED THEIR CRITICISM EXCLUSIVELY ON PERVASIVE CULTURAL
    INmUENCESOFTHEHUMANISTICPSYCHOLOGISTS2OGERS -ASLOW ETAL 3KINNERWASWRITTENOFF
    ASAUTOPIANPSYCHOLOGISTWHOREPRESENTEDNOTHREAT)SERBYTSPREMISE PROVENWELL ISTHAT
    "& 3KINNER IS COMFORTABLY ALIVE AND WELLEMBEDDED WITHIN MODERN EDUCATION METHODS
    $IRECT )NSTRUCTION -ASTERY ,EARNING AND /UTCOME "ASED %DUCATION ARE IRREFUTABLY THE
    CURRENT INCARNATION OF 3KINNERS S 0ROGRAMMED )NSTRUCTIONA METHOD OF INSTRUCTION
    WHICH LINKED CHILDREN TO THE COMPUTER AND TURNED LEARNING INTO A mOW CHART OF MANAGED
    BEHAVIORS
    )NTERWOVEN THROUGHOUT THE BOOK IS THE IMPORTANT THEME OF OPERANT CONDITIONING IN
    EDUCATION 3URPRISINGLY )SERBYT NEVER DEBATES THE EFFECTIVENESS OF THE METHOD %NTRY AFTER
    ENTRY IN THE BOOK SUBSTANTIATES )SERBYTS PREMISE THAT THE METHOD IS PURPOSEFULLY USED TO
    CREATE A ROBOTIC CHILDONE WHO CANNOT MAKE CONNECTIONS REPEAT AN ACT NOR RECALL A
    FACT UNLESS PROVIDED WITH THE NECESSARY STIMULI AND ENVIRONMENT LIKE A DOG WHO LEARNS
    TO SIT AFTER THE IMMEDIATE RECEIPT OF A DOG BISCUIT  )SERBYT REACHES THE INESCAPABLE
    CONCLUSIONTHATTHEMETHODPERFECTLYCOMPLEMENTSTHEREFORMERSAGENDAFORADUMBED DOWN
    GLOBALWORKFORCE
    )SERBYTSOEFFECTIVELYNAILSDOWNHERCASETHATTHEDEBATENOTICEABLYSHIFTSTOTHEETHICS
    OF IMPLEMENTING SUCH A METHOD ON CHILDREN 4HE LATE #HRISTIAN APOLOGIST AND THEOLOGIAN
    $R&RANCIS3CHAEFFER WHENDISCUSSINGTHEEVILSOF"&3KINNERINHISLITTLEBOOKLET"ACKTO
    &REEDOM AND $IGNITY  WARNED h7ITHIN THE 3KINNERIAN SYSTEM THERE ARE NO ETHICAL
    CONTROLSTHEREISNOBOUNDARYLIMITTOWHATCANBEDONEBYTHEELITEINWHOSEHANDSCONTROL
    RESIDESv4HEREISINTRIGUINGEVIDENCEIN)SERBYTSBOOKTHATTHEhDEMOCRATICvSOCIETYOFTHE
    XXVI

    )NTRODUCTION
    NEARFUTUREWILLBEMANAGEDVIASYSTEMATIZEDOPERANTCONDITIONINGASTARTLINGPROPOSITION
    WITHRAMIlCATIONSWHICHREACHFARBEYONDTHESCOPEOFSIMPLEEDUCATIONREFORM
    )NEVITABLY QUESTIONSANDCONTROVERSYWILLARISEAFTERPUBLICATIONOFTHISBOOK(OWMANY
    POPULARCOMPUTERGAMES PROGRAMS ANDCURRICULAFORCHILDRENAREHEAVILYDEPENDENTUPON
    THISMETHODAMETHODWHICHREQUIRESIMMEDIATEREWARDS4OWHATEXTENTHAVEHOMESCHOOL
    AND#HRISTIANSCHOOLLEADERS AUTHORS ANDCURRICULUMCOMPANIESENDORSEDANDUTILIZEDTHIS
    METHOD(OWMANYCHILDREARINGTRAINING PROGRAMS WORKBOOKSANDSEMINARSAREBASED
    UPONTHESE3KINNERIANMETHODS!FTERREADINGTHISBOOKPARENTSWILLNOLONGERBEDUPEDINTO
    ACCEPTINGBEHAVIORISTMETHODSINWHATEVERGUISE ORBYWHATEVERNAMETHEYCOME
    0UBLICATIONOFTHEDELIBERATEDUMBINGDOWNOFAMERICAISCERTAINTOADDFUELTOTHElRE
    INTHISNATIONSPHONICSWARS%VERSINCEPUBLICATIONOFHERlRSTWORK"ACKTO"ASICS2EFORM
    OR/"%3KINNERIAN)NTERNATIONAL#URRICULUM  )SERBYTHASBEENTRUMPETINGTHEFACTTHAT
    THE 3KINNERIAN METHOD APPLIED IN THE %XEMPLARY #ENTER FOR 2EADING )NSTRUCTION %#2) IS
    THEVERYSAMEMETHODAPPLIEDIN3IEGFRIED%NGELMANNS$)34!2$IRECT)NSTRUCTION3YSTEM
    FOR4EACHINGAND2EMEDIATION NOWKNOWNAS2EADING-ASTERY )NHERLATESTWORK )SERBYT
    PROVIDES EXHAUSTIVE DOCUMENTATION THAT $IRECT )NSTRUCTION AKA SYSTEMATIC INTENSIVE
    PHONICS WHICHISBEINGINSTITUTIONALIZEDNATIONALLYUNDERTHEGUISEOFhTRADITIONALvPHONICS
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    METHODTOTEACHREADING
    #HARLOTTE )SERBYT IS THE CONSUMMATE WHISTLE BLOWER 4HE WRITER DESCRIBES HER OWN
    PERSONAL EXPERIENCES AS A SCHOOL BOARD DIRECTOR AND AS SENIOR POLICY ADVISOR IN THE 53
    $EPARTMENT OF %DUCATIONS /FlCE OF %DUCATIONAL 2ESEARCH AND )MPROVEMENTFROM WHICH
    EMANATEDMOSTOFTHEDUMBINGDOWNPROGRAMSDESCRIBEDINTHISBOOK4HEREARENOSACRED
    COWS IN )SERBYTS REPORTING OF THE CHRONOLOGICAL HISTORY OF EDUCATION REFORM 7ITH LITTLE
    FANFARE THEAGENDASANDMETHODSOFKEYREFORMLEADERSCONSERVATIVEANDLIBERAL AREALLOWED
    TOUNMASKTHEMSELVESINTHEIROWNWORDSANDBYTHEIROWNACTIONS/FPARTICULARINTEREST
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    THEPOLITICALSPECTRUM4HEREADERWILLLEARNTHATPRIVATE #HRISTIANANDHOMESCHOOLSAREALL
    NEATLYTIEDINTOTHEREFORMWEBVIACOMPUTER TECHNOLOGY DATABANKING ASSESSMENT TESTING
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    4HECAREFULRESEARCHERWILLAPPRECIATETHEFACTTHATTHEBOOKISHEAVILYDOCUMENTEDBUT
    USER FRIENDLY #ITATIONS ARE DESIGNED FOR THE AVERAGE READER NOT JUST THE ACADEMICIAN 4HE
    CHRONOLOGICAL FORMAT OF THE BOOK ALLOWS ONE TO READ FORWARD OR BACKWARD IN TIME OR ONE
    ENTRYATATIME ACCORDINGTOPERSONALPREFERENCE4HEACCOMPANYINGAPPENDICESPROVIDEA
    SOURCE OF IN DEPTH TOPICAL MATERIAL WHICH FREES UP THE CHRONOLOGICAL TEXT FROM BECOMING
    BOGGEDDOWNINDETAILS4HEINDEXANDGLOSSARYARESUCHVALUABLERESEARCHTOOLSTHATTHEY
    AREWORTHTHEPRICEOFTHEBOOK
    )SERBYTDOESVERYLITTLEHAND HOLDINGTHROUGHOUTTHEBOOK#OMMENTARYISSPARSEREADERS
    CAN MAKE THEIR OWN CONNECTIONS AND INSERT THEIR OWN PERSONAL EXPERIENCES )SERBYT HAS
    STRATEGICALLYLAIDDOWNKEYPIECESTOAGIANTJIGSAWPUZZLE4HEOVERALLPICTUREISPURPOSEFULLY
    ARRANGED TO PORTRAY ONE POINT OF VIEW (OWEVER READERS WILL BE HARD PRESSED TO COME UP
    WITH AN ALTERNATIVE VIEW *UST WHEN IT SEEMS THAT ONE PIECE OF THE PUZZLE IS AN ISOLATED
    INSIGNIlCANT EVENT SUDDENLY ONE COMES ACROSS A STUNNING NEW ENTRY THAT PUTS THE PIECES
    TIGHTLYTOGETHERTOFORMAVIVIDPICTUREOFTHEOVERALLPLAN4RYASONEMIGHT THEREADERCANNOT
    ESCAPETHECONSISTENT DELIBERATE  YEARPLANTODUMBDOWNTHEPOPULACE
    XXVII

    )NTRODUCTION
    !MIDST ALL OF THE POLICY DOCUMENTS AND HISTORICAL DATA IN THE BOOK ONE CAN EASILY
    IDENTIFYTHEHEARTOFTHEWRITER)SERBYTGENTLYREMINDSTHEREADERTHATTHEREALISSUEATHAND
    IS THE CHILD )T IS !MERICAS CHILDREN WHO ARE EXPERIENCING THE FULL BRUNT OF THE NEW
    METHODS NEW CURRICULA AND NEW AGENDAS IN THE CLASSROOM -ANY READERS WILL EXPERIENCE
    THE hLIGHT BULBv TURNING ON AS THEY FULLY COME TO UNDERSTAND HOW THE INNOVATIONS WHICH
    HAVE OCCURRED IN EDUCATION DURING THE LAST CENTURY AFFECTED THEIR PARENTS THEMSELVES
    THEIRCHILDRENANDGRANDCHILDREN
    4EACHERS MAY lND THE CONTENTS OF THIS BOOK PARTICULARLY ENLIGHTENING AND REFRESHING
    )SERBYT TAKES THE READER BEHIND THE SCENES TO REVEAL THE TRUE NATURE OF MANY POPULAR
    CLASSROOMCURRICULA4HETRUTHWILLBECOMFORTINGTOTHOSEWHOHAVEUTILIZEDCERTAINPROGRAMS
    OR METHODS AND PERHAPS WERE TROUBLED BY THEM BUT DIDNT KNOW THE FULL SCOPE OR PLAN
    BEHIND THEM )SERBYT DOES NOT IGNORE OR SOFT PEDDLE THE ETHICAL ISSUES BUT ENCOURAGES THE
    READERTOTAKETHEHIGHMORALGROUND
    4HEOTHERDAYACALLERPHONEDINTO2USH,IMBAUGHSDAILYRADIOTALKSHOW4HECALLERS
    WIFEEARNS PERYEARASATEACHER3HEHASSTUDENTS(ERSCHOOLDISTRICTRECEIVES 
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    3!2!(,%3,)%

    XXVIII

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    COMMUNITIESAVILLAGEANDACITYTHROUGHINVOLVINGCITIZENSINCOOPERATIONFORTHEGOALS
    OFTHEPLANNERS4HEFOLLOWINGGOALSARELAIDOUTINTHISBOOK

    FEDERALPROGRAMSFORHEALTH EDUCATIONANDWELFARECOMBINEDINONEGIANTBUREAU
    (EAD3TARTPROGRAMS
    GETTINGPRE SCHOOLCHILDRENINTOTHESYSTEM
    TEACHERPARTICIPATIONINCURRICULUMDECISIONS
    FEDERALFUNDSWITHOUTFEDERALCONTROL
    YOUTHSERVICESTHROUGHAhPOVERTYPROGRAMv
    REMOVAL OF LOCAL CONTROL OF POLITICAL AND EDUCATIONAL MATTERS hWITHOUT SEEMING
    TODOSOv
    SEXEDUCATION
    ;%D .OTE 4HE INVOLVEMENT OF hCITIZENS IN COOPERATION FOR THE GOALS OF THE PLANNERSv IS
    hPARTICIPATORYDEMOCRACY vUNHEARDOFPUBLICLYUNTILTWENTYYEARSLATER=
    4(%%)'(4 9%!2345$97!3).)4)!4%$"94(%#/--)33)/./.2%,!4)/./&3#(//,!.$#OLLEGE
    OFTHE0ROGRESSIVE%DUCATION!SSOCIATIONIN#HAIRMANOFTHE#OMMISSIONANDAUTHOR
    OF4HE3TORYOFTHE%IGHT 9EAR3TUDY(ARPER"ROTHERS.EW9ORK  7ILFORD-!IKIN
    CHRONICLED THE STUDYS BEGINNINGS AND PURPOSES 2ECOUNTING THE PROCEEDINGS AT THE 
    ANNUALMEETINGOFTHE0ROGRESSIVE%DUCATION!SSOCIATION !IKINWROTE
    )N THE COURSE OF DISCUSSION MANY PROPOSALS FOR IMPROVEMENT OF THE WORK OF OUR
    SECONDARY SCHOOLS WERE MADE AND GENERALLY APPROVED "UT ALMOST EVERY SUGGESTION WAS
    MET WITH THE STATEMENT h9ES THAT SHOULD BE DONE IN OUR HIGH SCHOOLS BUT IT CANT BE
    DONEWITHOUTRISKINGSTUDENTSCHANCESOFBEINGADMITTEDTOCOLLEGE)FTHESTUDENTDOESNT
    FOLLOWTHEPATTERNOFSUBJECTSANDUNITSPRESCRIBEDBYTHECOLLEGES HEPROBABLYWILLNOTBE
    ACCEPTEDv;3=OMEONEWITHCOURAGEANDVISIONPROPOSEDTHATTHE0ROGRESSIVE%DUCATION
    !SSOCIATION SHOULD BE ASKED TO ESTABLISH A #OMMISSION ON THE 2ELATION OF 3CHOOL AND
    #OLLEGE TO EXPLORE POSSIBILITIES OF BETTER CO ORDINATION OF SCHOOL AND COLLEGE WORK AND
    TO SEEK AN AGREEMENT WHICH WOULD PROVIDE FREEDOM FOR SECONDARY SCHOOLS TO ATTEMPT
    FUNDAMENTAL RECONSTRUCTION !LL MEMBERS AGREED THAT SECONDARY EDUCATION IN THE
    5NITED 3TATES NEEDED EXPERIMENTAL STUDY AND COMPREHENSIVE RE EXAMINATION IN THE
    LIGHT OF FULLER KNOWLEDGE OF THE LEARNING PROCESS AND THE NEEDS OF YOUNG PEOPLE IN
    OURSOCIETYP
    )T HAS BEEN ASSUMED THAT PHYSICAL AND EMOTIONAL REACTIONS ARE NOT INVOLVED IN THE
    LEARNING PROCESS BUT IF THEY ARE THEY ARE NOT VERY IMPORTANT 4HE NEWER CONCEPT OF
    LEARNING HOLDS THAT A HUMAN BEING DEVELOPS THROUGH DOING THOSE THINGS WHICH HAVE
    MEANING TO HIM THAT THE DOING INVOLVES THE WHOLE PERSON IN ALL ASPECTS OF HIS BEING
    ANDTHATGROWTHTAKESPLACEASEACHEXPERIENCELEADSTOGREATERUNDERSTANDINGANDMORE
    INTELLIGENTREACTIONTONEWSITUATIONS
    (OLDINGTHISVIEW THEPARTICIPATINGSCHOOLSBELIEVEDTHATTHESCHOOLSHOULDBECOME
    A PLACE IN WHICH YOUNG PEOPLE WORK TOGETHER AT TASKS WHICH ARE CLEARLY RELATED TO THEIR
    PURPOSES4HESCHOOLSHOULDSTIMULATEHISWHOLEBEING)TSHOULDPROVIDEOPPORTUNITIESFOR

    4HE4ROUBLING4HIRTIESC

    
    THEFULLEXERCISEOFHISPHYSICAL INTELLECTUAL EMOTIONALANDSPIRITUALPOWERSASHESTRIVESTO
    ACHIEVERECOGNITIONANDAPLACEOFUSEFULNESSANDHONORINADULTSOCIETYP

    "EGINNINGINANDCONTINUINGTHROUGH THE%IGHT 9EAR3TUDYLAIDTHEGROUNDWORK


    FOR MANY OF THE EDUCATION hREFORMSv AND INNOVATIONS WE ARE ENCOUNTERING TODAY -OST OF
    THEFUNDINGFORTHESTUDYCAMEFROMTHE#ARNEGIE#ORPORATIONOF.EW9ORKANDTHE'ENERAL
    %DUCATION"OARD#OMMISSIONANDWORKINGCOMMITTEEMEMBERSOFNOTEWHOPARTICIPATEDIN
    THESTUDYARE7ILFORD!IKIN "RUNO"ETTELHEIM "URTON0&OWLER &RANCES+NAPP ,OUIS2ATHS
    (AROLD2UGG 2ALPH4YLER (ILDA4ABA AND'OODWIN7ATSON
    /VERTHEEIGHTYEARSOFTHESTUDYlVEVOLUMESWEREPUBLISHED4HE3TORYOFTHE%IGHT 9EAR
    3TUDYBY7ILFORD!IKIN%XPLORINGTHE#URRICULUM4HE7ORKOFTHE4HIRTY3CHOOLSFROMTHE
    6IEWPOINT OF #URRICULUM #ONSULTANTS BY (( 'ILES 30 -C#UTCHEON AND !. :ECHIEL
    !PPRAISING AND 2ECORDING 3TUDENT 0ROGRESS %VALUATION 2ECORDS AND 2EPORTS IN THE 4HIRTY
    3CHOOLSBY%UGENE23MITH 2ALPH74YLERANDTHEEVALUATIONSTAFF$ID4HEY3UCCEEDIN
    #OLLEGE4HE&OLLOW UP3TUDYOFTHE'RADUATESOFTHE4HIRTY3CHOOLSBY.EAL%$ROUGHTAND
    7ILLIAM % 3COTT WITH PREFACE BY -AX -C#ONN AND 4HIRTY 3CHOOLS 4ELL 4HEIR 3TORY %ACH
    3CHOOL7RITESOF)TS0ARTICIPATIONINTHE%IGHT 9EAR3TUDY
    ;%D.OTE!SWILLBESEENINLATERENTRIESINTHISBOOK THE%IGHT 9EAR3TUDYWASFOUNDATIONAL
    TOOUTCOME BASEDEDUCATIONANDPROPOSALSTOREMOVETHE#ARNEGIE5NIT4HE#ARNEGIE5NIT
    HAS TRADITIONALLY BEEN THE MEASURE OF PARTICIPATION A CERTAIN NUMBER OF UNITSHOURS IN
    EACH CLASSIN VARIOUS DISCIPLINES HAVE BEEN REQUIRED OF THE STUDENT IN ORDER TO GRADUATE
    ORBEACCEPTEDATACOLLEGE4HE#ARNEGIE5NITMEASUREISREPRESENTATIVEOFTHEEDUCATIONAL
    PHILOSOPHYREmECTEDINMOSTSTATECONSTITUTIONSTHATTHESTATEISRESPONSIBLETOPROVIDEAND
    MAKEAVAILABLEEDUCATIONALOPPORTUNITIESTOALLITSCITIZENS4HEREMOVALOFTHISUNITHASBEEN
    ACENTRALFEATUREOFCURRENT/"%-,REFORMPLANSWHICHREmECTTHEPHILOSOPHYTHATTHESTATE
    MUSTGUARANTEETHATALLCITIZENSRECEIVEANDACHIEVEANEDUCATIONALOUTCOMEDETERMINEDBY
    THESTATE!CHANGEFROMhINPUTSvTOhOUTPUTSv=

    
    (5-!.)34-!.)&%34/) 7!3 /2)').!,,9 05",)3(%$ ). ). 4(%.%7(5-!.)346/,6)
     9ELLOW3PRINGS /HIO THEMAINPUBLICATIONOFTHE!MERICAN(UMANIST!SSOCIATION
    #O AUTHOR *OHN $EWEY THE NOTED PHILOSOPHER AND EDUCATOR CALLED FOR A SYNTHESIZING
    OF ALL RELIGIONS AND A hSOCIALIZED AND COOPERATIVE ECONOMIC ORDERv 4HE FOLLOWING ARE
    EXCERPTS TAKEN FROM 3ECULAR (UMANISM AND THE 3CHOOLS 4HE )SSUE 7HOSE 4IME (AS
    #OME BY /NALEE -C'RAW 0H$ #RITICAL )SSUES 3ERIES  4HE (ERITAGE &OUNDATION
    7ASHINGTON $#  
    4HE BASIS OF HUMANIST BELIEF IS THAT THERE IS NO !LMIGHTY 'OD THE #REATOR AND
    3USTAINER OF LIFE (UMANISTS BELIEVE THAT MAN IS HIS OWN GOD 4HEY BELIEVE THAT MORAL
    VALUES ARE RELATIVE DEVISED ACCORDING TO THE NEEDS OF PARTICULAR PEOPLE AND THAT ETHICS
    ARELIKEWISESITUATIONAL
    (UMANISTS REJECT *UDEO #HRISTIAN MORAL AND ETHICAL LAWS SUCH AS THOSE CONTAINED
    IN THE 4EN #OMMANDMENTS CALLING THEM hDOGMATIC v hOUTMODED v hAUTHORITARIAN v AND
    A HINDRANCE TO HUMAN PROGRESS )N HUMANISM SELF FULlLLMENT HAPPINESS LOVE AND

    
    JUSTICE ARE FOUND BY EACH MAN INDIVIDUALLY WITHOUT REFERENCE TO ANY DIVINE SOURCE )N
    THE *UDEO #HRISTIAN ETHIC THERE IS AND CAN BE NO REAL SELF FULlLLMENT HAPPINESS LOVE
    OR JUSTICE ON EARTH THAT CAN BE FOUND WHICH DOES NOT ULTIMATELY ISSUE FROM !LMIGHTY
    'OD THE#REATORAND3USTAINER
    3EVERAL MAIN DIFFERENCES BETWEEN THE HUMANIST ETHIC AND THE *UDEO #HRISTIAN ETHIC
    BECOMECLEARUPONREADINGTHE(UMANIST-ANIFESTOS)AND))AND ANDCOMPARING
    THEMTOTHETENETSOFTHE*UDEO #HRISTIANETHICCONTAINEDINTHE/LDAND.EW4ESTAMENTS
    !TISSUEISTHEBASICCONCEPTCONCERNINGTHENATUREOFMANANDTHEhRULESvBYWHICHMEN
    GOVERNTHEMSELVESINDIVIDUALLY INSOCIETY ANDINGOVERNMENT)NTHE*UDEO #HRISTIANETHIC
    MANSULTIMATEDELIVERANCEANDSALVATIONHISlNDINGAMEANSOFLIVINGTOGETHERONTHIS
    PLANET INPEACE HARMONY JUSTICE ANDLOVEISTHROUGH'ODSGIVENhRULESv
    &ORTHEHUMANIST MANSGREATNESS HISCOMINGOFAGE HISTOTALFULlLLMENTISFOUND
    WHENHENOLONGERNEEDSTHEIDEAOF'OD-ANGETSRIDOF'OD NOTJUSTTODOWHATHEWILLS
    BUTTOREGAINPOSSESSIONOFHUMANGREATNESS
    )S (UMANISTIC %DUCATION UNCONSTITUTIONAL )NASMUCH AS HUMANISTIC CURRICULUM
    PROGRAMS AND hVALUES CLARIlCATIONv AND hMORAL EDUCATIONv TEACHING STRATEGIES ARE BASED
    UPON MATERIALISTIC VALUES FOUND ONLY IN MANS NATURE ITSELF THEY REJECT THE SPIRITUAL
    AND MORAL TRADITION OF THEISTIC FAITH AND RELIGION 4HUS MANY PARENTS WHO SUBSCRIBE TO
    *UDEO #HRISTIANBELIEFOPPOSEHUMANISTICEDUCATIONINTHETAX SUPPORTEDSCHOOLSONGROUNDS
    THATSUCHPROGRAMSPROMOTEANDADVOCATETHERELIGIONOFSECULARHUMANISMINVIOLATIONOF
    THE&IRST!MENDMENTTOTHE5NITED3TATES#ONSTITUTION
    4HE 53 3UPREME #OURT CITED 3ECULAR (UMANISM AS A RELIGION IN THE  CASE OF
    4ORCASO V 7ATKINS  53   2OY 4ORCASO THE APPELLANT A PRACTICING (UMANIST IN
    -ARYLAND HADREFUSEDTODECLAREHISBELIEFIN!LMIGHTY'OD ASTHENREQUIREDBY3TATELAW
    INORDERFORHIMTOBECOMMISSIONEDASANOTARYPUBLIC4HE#OURTHELDTHATTHEREQUIREMENT
    FORSUCHANOATHhINVADESAPPELLANTSFREEDOMOFBELIEFANDRELIGIONv4HE#OURTDECLARED
    IN 4ORCASO THAT THE hNO ESTABLISHMENTv CLAUSE OF THE &IRST !MENDMENT REACHED FAR
    MORE THAN CHURCHES OF THEISTIC FAITHS THAT IT IS NOT THE BUSINESS OF GOVERNMENT OR ITS
    AGENTS TO PROBE BELIEFS AND THAT THEREFORE ITS INQUIRY IS CONCLUDED BY THE FACT OF THE
    PROFESSIONOFBELIEF
    4HE#OURTSTATEDh7EREPEATANDAGAINREAFlRMTHATNEITHERA3TATENORTHE&EDERAL
    'OVERNMENTCANCONSTITUTIONALLYFORCEAPERSONTOPROFESSABELIEFORDISBELIEFINANYRELIGION
    .EITHERCANCONSTITUTIONALLYPASSLAWSORIMPOSEREQUIREMENTSWHICHAIDALLRELIGIONSAS
    AGAINSTNON BELIEVERS ANDNEITHERCANAIDTHOSERELIGIONSBASEDONABELIEFINTHEEXISTENCE
    OF'ODASAGAINSTTHOSERELIGIONSFOUNDEDONDIFFERENTBELIEFSv
    4HE#OURTHASALSOSTATEDh!MONGRELIGIONSINTHISCOUNTRYWHICHDONOTTEACHWHAT
    WOULD GENERALLY BE CONSIDERED A BELIEF IN THE EXISTENCE OF 'OD ARE "UDDHISM 4AOISM
    %THICAL#ULTURE 3ECULAR(UMANISMANDOTHERSv4HE4ORCASOAND!BINGTONCASESDElNED
    SECULAR HUMANISM AS A RELIGION AND PROHIBITED THE GOVERNMENT FROM ESTABLISHING A
    RELIGION OF SECULARISM BY AFlRMATIVELY OPPOSING HOSTILITY TO THEISTIC RELIGION VALUES
    ANDBELIEFS


    ).$20!5,-/24 #(!)2-!./&4(%02/'2%33)6%%$5#!4)/.!33/#)!4)/.3#/-MITTEE
    ON THE %MERGENCY IN %DUCATION AND ONE OF THE FOREMOST AUTHORITIES IN THE 53 ON SCHOOL
    lNANCE WROTE AN ARTICLE ENTITLED h.ATIONAL 3UPPORT FOR /UR 0UBLIC 3CHOOLS v WHICH WAS
    PUBLISHED IN THE $ECEMBER ISSUE OF 0ROGRESSIVE %DUCATION 4HE 0ROGRESSIVE %DUCATION
    !SSOCIATION7ASHINGTON $#  !NEXCERPTFOLLOWS

    4HE4ROUBLING4HIRTIESC

    
    !T A TIME WHEN SCHOOLS SHOULD BE PARTICULARLY ALERT IN HELPING TO MEET NEW CONDITIONS
    ;$EPRESSION ERA= FAR TOO MANY OF THE INDIVIDUALS EQUIPPED TO HELP IN MEETING THESE
    CONDITIONS HAVE BEEN REMOVED FROM THE PAYROLLS AND IN A VAST NUMBER OF COMMUNITIES
    SCHOOLSHAVEBEENREDUCEDTOTHETASKOFDISHINGOUTTRADITIONALSUBJECTMATTER

    ;%D .OTE 2EAD THIS QUOTE AT THE NEXT SCHOOL BUDGET MEETING WHEN TAXPAYERS ARE BEING
    MANIPULATEDINTOPAYINGMOREANDMORETAXESTOPAYFORCONTROVERSIALPROGRAMSTHATHAVE
    NOTHING TO DO WITH hTRADITIONAL SUBJECT MATTERv 9OU MIGHT POINT OUT THAT CHILDREN WERE
    COMPELLED TO RECEIVE A BETTER ACADEMIC TRADITIONAL SUBJECT MATTER EDUCATION DURING THE
    $EPRESSION DUE TO HARD TIMES LESS MONEY  3EE THE  ENTRY DEALING WITH #OMMUNITY
    #ENTERED 3CHOOLS 4HE "LUEPRINT FOR ANOTHER QUOTE BY 0AUL -ORT REGARDING HOW LONG IT
    TAKESTOIMPLEMENThCHANGEv=
    $2 '%/2'% (!24-!.. 02/&%33/2 /& %$5#!4)/.!, 039#(/,/'9 !4 0%..39,6!.)! 34!4%
    #OLLEGE WROTE h! .EW $ElNITION OF THE %DUCATED -ANv FOR THE $ECEMBER  ISSUE OF
    0ROGRESSIVE%DUCATION(ARTMANNWASACTIVEINTHE,EAGUEFOR)NDEPENDENT0OLITICAL!CTION
    THE&ARMER ,ABORER0OLITICAL&EDERATION ANDTHE3OCIALIST0ARTY(EWASCO AUTHOROF2EADINGS
    IN )NDUSTRIAL 0SYCHOLOGY !PPLETON AND A FREQUENT CONTRIBUTOR TO PSYCHOLOGICAL JOURNALS
    %XCERPTSFROMh!.EW$ElNITIONOFTHE%DUCATED-ANvFOLLOW
    3OMEMAYATONCEPROTEST h7HAT)SEDUCATIONTOHAVEASONEOFITSSYMPTOMSTHE
    ACCEPTANCE OF RADICAL VIEWSv 4HE ANSWER IS h9ES v IF hRADICALISMv MEANS ANY SERIOUS
    ENDEAVORTOALTEROURSOCIALARRANGEMENTSFORTHEBETTER7EMUSTCONSCIOUSLYADOPTAND
    FOSTER THE POSITION THAT IT IS THE PRIME BUSINESS OF EDUCATION TO REMAKE OUR INSTITUTIONS
    ANDOURTRADITIONSANDLEARNTORECOGNIZETHEPOSSESSIONOFTHISSPIRITASONEOFTHEMAIN
    EARMARKSOFTHEEDUCATEDMAN4HEPRINCIPALOBSTACLETOTHEACCEPTANCEOFTHISOUTCOMEIS
    THEPERSISTENCEOFASETOFhINERTvIDEASTOUSE7HITEHEADSPHRASE WHICHLINGERSTOAFmICT
    OURCIVILIZATION/NEOFTHEMOSTSUBTLEANDPERNICIOUSOFTHESEINHERITEDANDUNEXAMINED
    POSTULATESISTHEVIEWTHATTHEAIMOFEDUCATIONORLIFE FORTHATMATTER ISTHEDEVELOPMENT
    OFTHEINDIVIDUALSPERSONALITYASSUCH
    x&ORGOODORFORILL WEMUSTCEASETRAININGPEOPLEFORWHATTHEYAREGOINGTODO AND
    POINTOUTINSTEADWHATTHEYSHOULDDO)TWILLPROBABLYFALLTOOURGENERATIONTORESURRECTTHE
    WORDhOUGHTvTOITSRIGHTFULSTATUSINTHEAFFAIRSOFMENFORWHATELSEAREVALUESIFNOTAREAS
    OFEXPERIENCEWITHANIMPERIOUSPUSHORPULLEMANATINGFROMTHEM
    4HERE ARE SOME PURISTS WHO WILL BE FRIGHTENED BY THE INDOCTRINATION WHICH MUST
    INEVITABLY FOLLOW IF THIS RECOMMENDATION IS EFFECTIVE 3UCH AN OBJECTION IS SILLY FOR
    SINCE INDOCTRINATION OF ATTITUDES OCCURS ANYHOW OUR SOLE CONCERN MUST BE TO ENSURE
    THATTHERIGHTONESAREESTABLISHED
    (OWANYONEWITHTHELEASTPRETENSIONSTOHIGHEREDUCATIONCANFAILTOBETHRILLEDBY
    THEULTIMATEPROSPECTSOFASINGLEWORLDGOVERNMENT THEABOLITIONOFWARANDPOVERTY THE
    ENHANCEMENTOFBEAUTYINDAILYLIFE ANDTHEENLIGHTENEDPRACTICEOFEUGENICSANDEUTHENICS
    ISARIDDLEWHICHCANBEEXPLAINEDONLYBYABLIND EXCLUSIVEREGARDFORTHEIMMEDIATELY
    PRACTICABLE 7HAT NOBLER AND MORE ENLIGHTENED AIM FOR EDUCATION IN THIS CENTURY CAN
    POSSIBLY BE PROPOSED THAN THAT IT ENLISTS THE ENTHUSIASMS OF YOUTH FOR THE ATTAINMENT OF
    MORERATIONALFORMSOFGROUPLIVING

    

    
    #/.#,53)/.3 !.$2%#/--%.$!4)/.3 &/2 4(%3/#)!,345$)%3#(!33#2)".%233/.3.EW
    9ORK  COMPILEDBYTHE!MERICAN(ISTORICAL!SSOCIATIONWASPUBLISHED4HISBOOKWAS
    THERESULTOFAPROJECTFUNDEDTOTHETUNEOF BYTHE#ARNEGIE#ORPORATIONOF.EW
    9ORK CALLED h)NVESTIGATION OF THE 3OCIAL 3TUDIES IN THE 3CHOOLS v AND WAS CARRIED OUT BY
    THE !MERICAN (ISTORICAL !SSOCIATION 0ROFESSOR (AROLD ,ASKI A PHILOSOPHER OF "RITISH
    SOCIALISM SAID OF THIS REPORT h!T BOTTOM AND STRIPPED OF ITS CAREFULLY NEUTRAL PHRASES
    THE REPORT IS AN EDUCATIONAL PROGRAM FOR A 3OCIALIST !MERICAv )MPORTANT EXCERPTS FROM
    #ONCLUSIONSFOLLOW
    ;0REFACE= 4HE #OMMISSION IS UNDER SPECIAL OBLIGATION TO ITS SPONSOR THE !MERICAN
    (ISTORICAL !SSOCIATION !BOVE ALL IT RECOGNIZES ITS INDEBTEDNESS TO THE 4RUSTEES OF THE
    #ARNEGIE#ORPORATION WHOSElNANCIALAIDMADEPOSSIBLETHEWHOLElVE YEARINVESTIGATION
    OF SOCIAL SCIENCE INSTRUCTION IN THE SCHOOLS EVENTUATING IN THE FOLLOWING #ONCLUSIONS
    AND2ECOMMENDATIONS
    4HE #OMMISSION COULD NOT LIMIT ITSELF TO A SURVEY OF TEXTBOOKS CURRICULA METHODS
    OF INSTRUCTION AND SCHEMES OF EXAMINATION BUT WAS IMPELLED TO CONSIDER THE CONDITION
    AND PROSPECTS OF THE !MERICAN PEOPLE AS A PART OF 7ESTERN #IVILIZATION MERGING INTO
    AWORLDORDERP

    /FUTMOSTIMPORTANCEISTHEFOLLOWINGADMISSIONOFTHEPLANNERSGOALSTOCHANGEOURFREE
    ENTERPRISEREPRESENTATIVEREPUBLIC
    4HE#OMMISSIONWASALSODRIVENTOTHISBROADERCONCEPTIONOFITSTASKBYTHEOBVIOUS
    FACTTHAT!MERICANCIVILIZATION INCOMMONWITH7ESTERNCIVILIZATION ISPASSINGTHROUGH
    ONE OF THE GREAT CRITICAL AGES OF HISTORY IS MODIFYING ITS TRADITIONAL FAITH IN ECONOMIC
    INDIVIDUALISM ANDISEMBARKINGUPONVASTEXPERIMENTSINSOCIALPLANNINGANDCONTROLWHICH
    CALLFORLARGE SCALECOOPERATIONONTHEPARTOFTHEPEOPLEPPn
    #UMULATIVE EVIDENCE SUPPORTS THE CONCLUSION THAT IN THE 5NITED 3TATES AS IN OTHER
    COUNTRIES THE AGE OF LAISSEZ FAIRE IN ECONOMY AND GOVERNMENT IS CLOSING AND A NEW AGE
    OFCOLLECTIVISMISEMERGINGP
    4HEIMPLICATIONSFOREDUCATIONARECLEARANDIMPERATIVEA THEEFlCIENTFUNCTIONING
    OF THE EMERGING ECONOMY AND THE FULL UTILIZATION OF ITS POTENTIALITIES REQUIRE PROFOUND
    CHANGES IN THE ATTITUDES AND OUTLOOK OF THE !MERICAN PEOPLE ESPECIALLY THE RISING
    GENERATIONACOMPLETEANDFRANKRECOGNITIONTHATTHEOLDORDERISPASSING THATTHENEW
    ORDERISEMERGINGPPn
    /RGANIZEDPUBLICEDUCATIONINTHE5NITED3TATES MUCHMORETHANEVERBEFORE ISNOW
    COMPELLED IF IT IS TO FULlLL ITS SOCIAL OBLIGATIONS TO ADJUST ITS OBJECTIVES ITS CURRICULUM
    ITS METHODS OF INSTRUCTION AND ITS ADMINISTRATIVE PROCEDURES TO THE REQUIREMENTS OF
    THEEMERGINGINTEGRATEDORDER
    )F THE SCHOOL IS TO JUSTIFY ITS MAINTENANCE AND ASSUME ITS RESPONSIBILITIES IT MUST
    RECOGNIZETHENEWORDERANDPROCEEDTOEQUIPTHERISINGGENERATIONTOCOOPERATEEFFECTIVELY
    IN THE INCREASINGLY INTERDEPENDENT SOCIETY AND TO LIVE RATIONALLY AND WELL WITHIN ITS
    LIMITATIONS AND POSSIBILITIES 3IGNED !# +REY #HAIRMAN #HARLES ! "EARD )SAIAH
    "OWMANSIGNEDWITHRESERVATIONSPRINTEDAS!PPENDIX# !DA#OMSTOCK'EORGE3#OUNTS
    !VERY/#RAVEN'UY3TANTON&ORD#ARLTON*((AYES(ENRY*OHNSON!#+REY,EON#
    -ARSHALL*ESSE(.EWTON*ESSE&3TEINER&RANK!"ALLOU %DMUND%$AY %RNEST(OM
    AND#HARLES%-ERRIAMDECLINEDTOSIGNTHESE#ONCLUSIONS P

    4HE4ROUBLING4HIRTIESC

    

    
    - %). +!-0& "9 !$/,0( ( )4,%2 3 4!#+0/,% 3 /.3 0 5",)3(%23  ' %2-!.9  7!3
    PUBLISHED%XCERPTSFOLLOW
    !CADEMICSCHOOLTRAINING WHICHTODAYISTHEBE ALLANDEND ALLOFTHE3TATESENTIRE
    EDUCATIONALWORK CANBETAKENOVERBYTHEPOPULISTSTATEWITHBUTSLIGHTCHANGES4HESE
    CHANGESAREINTHREElELDS
    )N THE lRST PLACE THE CHILDISH BRAIN MUST IN GENERAL NOT BE BURDENED WITH THINGS
    NINETY lVEPERCENTOFWHICHITDOESNOTNEED ANDWHICHITTHEREFOREFORGETS;EMPHASISIN
    ORIGINAL=4HECURRICULUMOFPRIMARYANDGRAMMARSCHOOLS INPARTICULAR ISAHYBRIDAFFAIR
    )N MANY OF THE INDIVIDUAL SUBJECTS THE MATERIAL TO BE LEARNED HAS INCREASED TO SUCH AN
    EXTENTTHATONLYAFRACTIONOFITSTICKSINTHEINDIVIDUALSHEAD ANDONLYAFRACTIONOFTHIS
    ABUNDANCECANBEUSED WHILEONTHEOTHERHANDITISNOTENOUGHFORTHEPURPOSEOFAMAN
    WORKINGANDHISLIVINGINACERTAINlELD4AKEFORINSTANCETHEORDINARYCIVILSERVANTWHO
    HASGRADUATEDFROMSECONDARYSCHOOLORFROMTHEUPPERREALSCHULE WHENHEISTHIRTY lVEOR
    FORTYANDTESTTHESCHOOLLEARNINGWHICHHEONCESOPAINFULLYACQUIRED(OWLITTLEOFALLTHE
    STUFFTHATWASTHENDRUMMEDINTOHIMSTILLREMAINS/NEWILL INDEED BEANSWEREDh9ES
    BUTTHEOBJECTOFTHEAMOUNTTHATWASLEARNEDWASNOTSIMPLYTOPUTAMANINPOSSESSION
    OFAGREATDEALOFINFORMATIONLATER BUTTOTRAINHISPOWEROFINTELLECTUALABSORPTION AND
    THETHINKINGPOWER PARTICULARLYTHEPOWEROFOBSERVATIONOFTHEBRAINv4HISISTRUEINPART
    "UTSTILLTHEREISDANGERTHATTHEYOUTHFULBRAINMAYBEDROWNEDINAmOODOFIMPRESSIONS
    WHICHITISVERYSELDOMABLETOMASTER ANDWHOSEINDIVIDUALELEMENTSITCANNEITHERSIFT
    NORJUDGEACCORDINGTOTHEIRGREATERORLESSIMPORTANCEANDONTOPOFTHAT ITISUSUALLYNOT
    THEINESSENTIALBUTTHEESSENTIALWHICHISFORGOTTENANDSACRIlCED4HUSTHEMAINOBJECTOF
    LEARNINGSOMUCHISLOSTFORAFTERALLITCANNOTCONSISTINMAKINGTHEBRAINABLETOLEARNBY
    UNMEASUREDPILING UPOFINSTRUCTION BUTINCREATINGFORLATERLIFEAFUNDOFKNOWLEDGEWHICH
    THEINDIVIDUALNEEDS ANDWHICHTHROUGHHIMONCEMOREBENElTSSOCIETY
    3UMMINGUPTHEPOPULISTSTATEWILLHAVETOPUTGENERALSCHOLASTICINSTRUCTIONINTOA
    SHORTENEDFORM INCLUDINGTHEVERYESSENTIALS/UTSIDEOFTHAT OPPORTUNITYMUSTBEOFFERED
    FORTHOROUGH SPECIALIZEDSCHOLARLYTRAINING)TISENOUGHIFTHEINDIVIDUALPERSONISGIVENA
    STOREOFGENERALKNOWLEDGEINBROADOUTLINE RECEIVINGATHOROUGHDETAILEDANDSPECIALIZED
    TRAININGONLYINTHElELDWHICHWILLBEHISINLATERLIFE4HESHORTENINGOFTHESCHEDULEAND
    OFTHENUMBEROFCLASSESTHUSATTAINEDWOULDBEUSEDFORTHEBENElTOFTHEDEVELOPMENTOF
    THEBODY THECHARACTER OFWILLANDRESOLUTION
    4HERESHOULDBEASHARPDISTINCTIONBETWEENGENERALANDSPECIALIZEDKNOWLEDGE!S
    THE LATTER THREATENS ESPECIALLY TODAY TO SINK MORE AND MORE INTO SERVICE OF -AMMON
    GENERAL CULTIVATION AT LEAST SO FAR AS ITS MORE IDEALISTIC APPROACH IS CONCERNED MUST
    BEPRESERVEDASACOUNTER WEIGHT(ERETOOTHEPRINCIPLEMUSTBEINCESSANTLYPOUNDEDINTHAT
    INDUSTRYANDTECHNOLOGY TRADEANDCOMMERCECANmOURISHONLYSOLONGASANIDEALISTICALLY
    MINDED NATIONAL COMMUNITY PROVIDES THE NECESSARY CONDITIONS 4HESE CONDITIONS ARE
    FOUNDEDNOTONMATERIALISTICEGOISM BUTONSELF DENYINGREADINESSFORSACRIlCE

    ;%D .OTE 4HIS AUTHOR HAS QUOTED EXTENSIVELY FROM -EIN +AMPFS CHAPTER ON EDUCATION
    IN ORDER THAT THE READER MAY SEE THE SIMILARITY BETWEEN (ITLERS VIEWS ON EDUCATION AND
    WORKFORCE TRAINING AND THOSE OF !MERICAN GOVERNMENT OFlCIALS IMPLEMENTING /"% AND
    SCHOOL TO WORKPROGRAMSINTHES4HEABOVEQUOTATIONSALSOBEARASTRIKINGRESEMBLANCE
    TO4HEODORE3IZERS#OALITIONOF%SSENTIAL3CHOOLSPHILOSOPHYOFhLESSISMOREvANDTOTHE
    !SSOCIATIONFOR3UPERVISIONAND#URRICULUM$EVELOPMENTS2OBERT-ULLER7ORLD#ORE

    
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    AND WITH THE MOST TRAGIC OF ALL BECAUSE OF THE NUMBERS INVOLVED IN ,ITTLETON #OLORADO WHERE
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    AND 2USSIA IS THE ONLY AGENCY THAT CAN ESTABLISH SUCH A PEACE 2USSIAS STUPENDOUS
    ACHIEVEMENTS AND HER VAST AREA POPULATION AND RESOURCES MAKE HER A WORLD POWER
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    !MONG THE SUBJECTS ALREADY CHOSEN BY THE #OMMISSION FOR STUDY ARE THE PROBLEMS OF

    
    !MERICAN YOUTH EDUCATION FOR WORLD CITIZENSHIP AND THE KIND OF EDUCATIONAL PROGRAM
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     4HE 5NITED 3TATES ON HER SIDE WILL HAVE TO MAKE PROFOUND READJUSTMENTS IN HER
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    A 3HE MUST ABANDON THE NOTION THAT SHE CAN ENJOY SECURITY AND MAINTAIN HER
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    3HE CANNOT HAVE PEACE IF SHE CONTINUES TO DISREGARD THE FACT OF WORLD WIDE
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    SOONERORLATERCOLLAPSEP x
    G3HEMUSTREPUDIATEHEREARLIERPOLICYTOWARDTHE3OVIET5NION3HEMUSTCONVINCE
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    ENCIRCLE ANDTODESTROYTHEIRCOLLECTIVISTSTATEx3HEMUSTSHOWBYWORD DEED AND
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    ;FREE ENTERPRISE SYSTEM= AND WHICH WERE PRIMARILY RESPONSIBLE FOR THE SHAPING
    OF THE EARLIER POLICY MUST NOT BE PERMITTED TO DETERMINE OUR POSTWAR RELATIONS
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    H 3HE MUST lNALLY HAVE A VIVID CONSCIOUSNESS OF THE WEAKNESSES IN HER OWN
    DOMESTICECONOMY3HEMUSTREALIZETHAT INSPITEOFTHEVERYREALADVANCESMADE
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    UNCHECKED BYTHEYEARCHILDRENNOWINKINDERGARTENWILLHAVEBEENTHROUGHTHIRTEEN
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    "ASICSvYOUAND)MAYNOLONGERBEAROUNDTOVOTEANDTHE YEAR OLDSMAYWELLBEON
    THEIR WAY TO VOTE WHAT HISTORIANS HAVE REFERRED TO AS THE GREATEST EXPERIMENT IN HUMAN
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    7ELL THISWRITERISSTILLAROUND ANDFORTUNATELY SOAREMANYOTHERCONCERNED!MERICANS


    WHOINWEREINTHEIRlFTIES7HATTHISWRITERPREDICTEDHASFORTHEMOSTPARTHAPPENED
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    FREEDOMSATTHEBALLOTBOXANDMOREIMPORTANTLYTHROUGHREGIONALGOVERNMENTWHICHUSES
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    4HE MOST SERIOUS PROBLEM RESULTING FROM THE hDELIBERATE DUMBING DOWNv IS THAT
    IMPORTANTDECISIONMAKINGISINCREASINGLYBEINGDELEGATEDTOUNELECTED!MERICANS#ITIZENS
    

    
    ARE BEING CALLED UPON TO PARTICIPATE IN THE POLITICAL PROCESS THROUGH COMMUNITARIAN
    GROUP MANAGEMENT PROCEDURES SITE BASED SCHOOL MANAGEMENT TASK FORCES BLUE RIBBON
    COMMISSIONS TOWNMEETINGS GROUPCONSENSUS CALL INTALKSHOWS POLLING ETC ANDPUBLIC
    POLICYISBEINGMADEUSINGTHEhUNINFORMEDvOPINIONSOFTHOSEWHOHAVE THROUGHNOFAULT
    OFTHEIROWN BEENDUMBEDDOWNBYBEINGEITHERMIS EDUCATEDORNOTEDUCATEDATALLINTHE
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    0ARTOFTHESOLUTIONTOTHISPROBLEMCOULDBETORETURNALLDECISIONMAKINGTODULY ELECTED
    OFlCIALS 4HAT OF COURSE WOULD NOT ASSURE THAT THOSE WHO ARE ELECTED WOULD BE ANY
    BETTER QUALIlED TO MAKE DECISIONS THAN THOSE PRESENTLY CALLING THE SHOTS IN $ELPHI CIRCLES
    AND THE NUMEROUS UNELECTED DECISION MAKING VENUES AT WORK IN OUR COUNTRY (OWEVER
    ACCOUNTABILITY WOULD BE RESTORED AND CITIZENS COULD ONCE MORE AS FREE INDIVIDUALSAND
    ) REPEAT INDIVIDUALSVOTE THESE PEOPLE OUT OF OFlCE AND ELECT PERSONS WHO ARE EDUCATED
    INTHETRADITIONALDISCIPLINESOFHISTORYANDGOVERNMENTTHE53#ONSTITUTION ECONOMICS
    ANDBASICACADEMICS%VENTUALLY IFTHEPUBLICEDUCATIONSYSTEMCANBERESTOREDTOITSFORMER
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    3ELDOM IFEVER DOESONEHEARTHEFOLLOWINGFAIRLYSIMPLESOLUTIONSUGGESTEDWHENTHE
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    ACCORDINGTOTHEWISHESOFTHETAXPAYERSINEACHLOCALCOMMUNITY4EACHERSWITHDEGREES
    INSPECIlCSUBJECTMATTERCOULDBEHIREDWITHOUTREQUIRINGTHATTHEYHAVESTATEORNATIONAL
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    WISHTORE CREATETRULYACADEMICINSTITUTIONS4HERECANBENOTUITIONTAXCREDITS VOUCHERS
    CHARTERSCHOOLS ORLAUNDEREDSTATETAXMONIESMONIESCO MINGLEDWITHFEDERALMONEY IF
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    OF TEACHERS TEACHING METHODS ETC !MERICANS FORGET TOO EASILY THE OLD SAYING h(E WHO
    PAYS THE PIPER CALLS THE TUNEv &OR THOSE WHO lND SUCH A SOLUTION UNWORKABLE DUE TO
    THEDISCREPANCIESINLOCALCOMMUNITYTAXBASES )SAYREFERTOTHEBEGINNINGOFTHISBOOK
    REGARDINGTHEABILITYTOEDUCATEONASHOESTRING%DUCATIONCOSTSLITTLEBRAINWASHINGAND
    SOCIALSERVICESAREVERY VERYEXPENSIVE

    'RANTED THEABOVEhSOLUTIONvMAYSOUNDSIMPLISTIC ANDINTHISDAYANDAGEWOULDNOT


    BEEASYTOIMPLEMENTINURBANAREAS WHEREMANYOFTHENEEDSARETHEGREATEST(OWEVER
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    HAVEBEENSIPHONEDOFFINTOTHEOPERATIONOFHUGEANDUNNECESSARYBUREAUCRACIES!SONE
    HAS SEEN AFTER READING THIS BOOK COMMUNITY SERVICES AND CHANGING STUDENTS VALUES HAVE
    BEENJUDGEDMOREESSENTIALTHANTEACHINGACHILDTOREAD TOUNDERSTANDHISHISTORICALSETTING
    THEESSENTIALSOFSCIENCE ANDHOWTOCALCULATE"ASICACADEMICS INMOSTINNERCITYSCHOOLS
    UNDERTHEUMBRELLAOF%FFECTIVE3CHOOLS2ESEARCH HAVEBEENTAUGHTUSING3KINNERIANMASTERY
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    !FTERWORD

    
    4HERE IS NO QUESTION THAT MUCH CAREFUL AND SENSITIVE THOUGHT MUST GO INTO PLANNING
    FORTHEURBANSCHOOLS KEEPINGINMINDATALLTIMESTHATMOSTOFTHEPROBLEMSFACINGTHESE
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    AND ACTING INDEPENDENTLY CARING FOR ONE ANOTHER AND NOT EXPECTING THE GOVERNMENT TO
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    DRINKINGTOVIOLENTBEHAVIOR
    4OREPEATTHETHEMEOFTHISBOOK7EAREHUMANBEINGS NOTANIMALS7EHAVEFREEWILL
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    INTELLECT SOULANDCONSCIENCE DONOTHAVESUCHJUSTIlCATION
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    OF GOOD BEHAVIOR THEMSELVES (OW CAN WE EXPECT OUR CHILDREN TO GROW UP AND BECOME
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    LIFE AND GOVERNMENT (OW CAN OUR CHILDREN ACCEPT OUR CRITICISMS AND CORRECTION WHEN
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    4RULY THEhNON ABSOLUTISTVALUEVACCINEvEXTENSIVELYDOCUMENTEDINTHISBOOK HASTAKEN
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    ANENTITYHASNEVER ACCEPTEDONESINGLEPENNYWHICHHASATANYTIME INANYFASHION
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    h4RUEv CHOICE IS NOT AN OPTION FOR THE MAJORITY OF CHILDREN WHOSE PARENTS ARE NOT IN A
    POSITIONTOAVAILTHEMSELVESOFIT
    ! MASSIVE NATIONAL EFFORT TO RESTORE TRUE LOCAL CONTROL OF OUR PUBLIC SCHOOLS SEEMS
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    ',/33!29

    ',/33!29

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    'LOSSARY 'n


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    TIES ORBEGINTOPURSUEAPROFESSIONALANDTECHNICALCERTIlCATE WHICHMOSTLIKELY
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    BACKINGOFBOTHTHEGOVERNORANDTHESTATESBUSINESSCOMMUNITY
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    ACADEMICSUBJECTSBYGRADE!FTERTHAT ALLSTUDENTSWOULDPURSUEAhCERTIlCATE
    OFADVANCEDMASTERYvOR#!- INONEOFSIXCAREERPATHWAYSFORTHEIRLASTTWO
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    NATURALRESOURCES STUDENTSCOULDEARNEITHERACOLLEGE PREPARATORYENDORSEMENT
    ORAPROFESSIONAL TECHNICALENDORSEMENT ORBOTH
    3UPPORTERSOFTHENEWLAWHAILEDITASTHEENDOFTRACKINGINTHEHIGHSCHOOLS
    "ECAUSEALLSTUDENTSWOULDHAVETOMEETACOMMONACADEMICSTANDARDTORECEIVE
    ACERTIlCATEOFINITIALMASTERY ALLWOULDHAVETODEMONSTRATECOMMANDOFHIGH
    LEVELACADEMICCONTENT
    /PPONENTSOFTHENEWLAWDEPICTEDITASTRACKINGWRITLARGE4HEYCLAIMED
    THAT BECAUSE STUDENTS AT THE AGE OF  WOULD HAVE TO SELECT A CAREER PATHWAY
    ANDDECIDEWHETHERTHEYWEREPURSUINGENTRYINAFOUR YEARCOLLEGEORNOT THEIR
    OPPORTUNITIESWOULDBELIMITED4HEYALSOWORRIEDTHATTHELAWWOULDENCOURAGE
    STUDENTSTODROPOUTOFHIGHSCHOOLONCETHEYHADEARNEDTHECERTIlCATEOFINITIAL
    MASTERY
    4HE/REGON%DUCATION!SSOCIATION THESTATESLARGESTTEACHERSUNION CAME
    DOWNHARDAGAINSTTHENEWLAWh3CHOOLSSHOULDNOTBEFORGEDASASERVICEINDUSTRY
    FORBUSINESS NORSHOULDWEBEMISDIRECTEDBYTHEASSUMPTIONTHATOURECONOMIC
    ILLSARESOMEHOWTHEFAULTOFTHEPUBLICSCHOOLS vTHEUNIONPROTESTED
    4HE MAJORITY OF PARENTS AND STUDENTS SURVEYED ALSO OPPOSED HAVING TO
    CHOOSEACAREERFOCUSBYTHEMIDDLEOFHIGHSCHOOL PARTICULARLYIFYOUNGPEOPLE
    COULDNOTCHANGETHEIRMINDS(OWEVER THEYLIKEDTHEIDEAOFPROVIDINGBOTHCOL
    LEGE BOUNDANDNON COLLEGE BOUNDSTUDENTSWITHASENSEOFHOWTHEIRACADEMIC
    COURSESAPPLIEDTOTHEREALWORLD ANDTHEYTHOUGHTHIGHSCHOOLSSHOULDPROVIDE

    'n
    STUDENTSWITHSOMECAREERPREPARATION

    #HANGE!GENT!TERMUSEDBYMANYPEOPLE INCLUDING0RESIDENT#LINTON LEADINGEDUCATORS


    ANDSOCIALENGINEERS TOIDENTIFYINDIVIDUALS HIGHLYTRAINEDINTHEGROUPPROCESSANDIN
    THE$ELPHI4ECHNIQUE4HESEPEOPLEAREDESIGNATEDTOBRINGABOUTCONTROVERSIALCHANGE
    INEDUCATION INTHEOPERATIONOFOURLOCALANDSTATEGOVERNMENTS ANDATTHEFEDERALAND
    INTERNATIONALLEVELS3EE0REFACEREGARDING)SERBYTTRAININGTOBECOMEACHANGEAGENT 
    REGARDINGESTABLISHMENTOF.ATIONAL4RAINING,ABORATORY 2ONALD(AVELOCK#HANGE
    !GENT'UIDE LETTERFROM,AWRENCE,EZOTTE AND!PPENDIX8)6
    #HARACTER%DUCATION0ROGRAMSWHICHAREOFFEREDUNDERTHEFOLLOWINGLABELSOFhVALUESEDUCA
    TION vhCITIZENSHIPEDUCATION vhCIVICEDUCATION vANDSIMILARTITLES4HEPURPOSEOFTHESE
    COURSESISTOTEACHSTUDENTSGLOBAL CORE HUMANIST NORIGHTNOWRONGVALUES4HEPROCESS
    OFIDENTIFYINGTHECOREVALUESINVOLVESTHEENTIRECOMMUNITY OFTENBYPASSINGTHEVIEWSOF
    ELECTEDSCHOOLBOARDS4HElRSTATTEMPTATDEVISINGSUCHACURRICULUMWASMADEIN
    WHENTHE!MERICAN(UMANIST!SSOCIATIONBEGANITSINVOLVEMENTINhETHICALEDUCATIONv
    4HEROOTSOFHUMANISTICMORALCHARACTEREDUCATIONLIEINTHE5NITED.ATIONS%DUCATIONAL
    3CIENTIlC AND#ULTURAL!SSOCIATION5.%3#/ !SASCHOOLBOARDDIRECTORTRYINGTOREMOVE
    VALUES CLARIlCATION FROM THE CURRICULUM IN  ) WAS INFORMED BY A #ONGREGATIONAL
    MINISTERATAPUBLICSCHOOLBOARDMEETINGTHATPARENTSDIDNOTHAVEARIGHTTODETERMINE
    THEIRCHILDRENSVALUESTHATITWASUPTOTHEGOVERNMENTSCHOOLSTODOSO
    -ANY WELL MEANING GROUPS HAVE ATTEMPTED TO IMPLEMENT hCHARACTER EDUCATIONv
    PROGRAMSWITHTHEINTENTIONOFINSTILLINGBIBLICALLYSUPPORTEDVALUES)TSHOULDBENOTED
    THATATTEMPTINGTOINSTILL"IBLE BASEDVIRTUESWITHOUTSPIRITUALUNDERSTANDINGORINSTRUC
    TION WILL ALWAYS RESULT IN LESS THAN SUCCESSFUL RESULTS !LSO TO BASE hCOMMONLY HELDv
    CHARACTERQUALITIESONPREVAILINGLAWDOESNOTTAKEINTOCONSIDERATIONPOSSIBLECHANGESIN
    THELAW!NOTHERIMPORTANTCONSIDERATIONWITHCHARACTEREDUCATIONISWHOWILLTEACHIT
    3CHOOLBOARDSHAVEBEENCONSISTENTLYHAMSTRUNGBYCIVILRIGHTSSTATUTESWHENITCOMES
    TOHIRINGTEACHERSWHOSELIFESTYLESEXHIBITDESIRABLECHARACTERQUALITIESANDWHOAREGOOD
    ROLEMODELSFORSTUDENTS
    3EE(UMANIST-ANIFESTO) /NALEE-C'RAWPAMPHLET3ECULAR(UMAN
    ISMINTHE3CHOOLS %DUCATIONFOR$ESTRUCTIONBY0HILADELPHIA 0ENNSYLVANIAPUBLIC
    SCHOOLTEACHER"ESSIE"URCHETT "ROCK#HISHOLMSPEECH h%THICAL%DUCATIONv
    PUBLISHEDIN&REE-IND;THEJOURNALOFTHE!MERICAN(UMANIST!SSOCIATION= ,EONARD
    3+ENWORTHYh"ACKGROUND0APER v#ORE6ALUES6IRTUES AND!PPENDIX6AND8)8
    #HARTER3CHOOL!PUBLICSCHOOLCREATEDBYAPARTNERSHIPBETWEENTHEPRIVATESECTORANDGOV
    ERNMENTFORTHEPURPOSEOFPROVIDINGADDITIONALACADEMICANDOTHERCHOICESFORSTUDENTS
    #HARTERSCHOOLSMUSTCOMPLYWITHFEDERALANDSTATELAWSINORDERTORECEIVEFUNDING(OW
    EVER THESESCHOOLSHAVENOELECTEDBOARD MAKINGTHEMANEXCELLENTEXAMPLEOFTAXATION
    WITHOUT REPRESENTATION #HARTER 3CHOOLS ARE SUPPORTED BY CONSERVATIVE 2EPUBLICANS AS
    WELLASLIBERAL$EMOCRATS INCLUDING0RESIDENT#LINTON3EE.!3$#ARTICLE -AGNET
    3CHOOLS AND!PPENDIX8))
    #HOICE!LLOWINGPARENTSTOENROLLTHEIRCHILDRENINANYPUBLICSCHOOLWITHINTHEDISTRICTOR
    INTER DISTRICT OR DEPENDINGONTHESCOPEOFTHECHOICEPROGRAM PROVIDINGTAXCREDITSTHAT
    CANBEAPPLIEDTOWARDTUITIONINPRIVATESCHOOLS!LLSCHOOLSRECEIVINGFEDERALFUNDINGMUST
    ADOPThVOLUNTARYvNATIONALSTANDARDSWHICHFORCESTUDENTSTOCONFORMTOGOVERNMENT

    'LOSSARY 'n


    DElNEDANDDICTATEDCOREBELIEFS VALUES ANDATTITUDESh3UCHCHOICESSHOULDINCLUDEALL
    SCHOOLSTHATSERVETHEPUBLICANDAREACCOUNTABLETOPUBLICAUTHORITY vASSERTED!MERICA
    !N%DUCATION3TRATEGY53$EPARTMENTOF%DUCATION7ASHINGTON $#  P
     WHICHWASDEVELOPEDUNDER3ECRETARYOF%DUCATION,AMAR!LEXANDER
    0RESENTLY PARENTSHAVETHECHOICETOENROLLTHEIRCHILDRENINPUBLICSCHOOLS PRIVATE
    ORRELIGIOUSLYAFlLIATEDSCHOOLS ORHOMESCHOOLTHEM4OADOPThCHOICEvSOLUTIONSWILL
    BRINGGOVERNMENTREGULATIONTOALLCHOICESBECAUSEPUBLICMONEYCANNOTBEEXPENDEDOR
    CREDITEDWITHOUTACCOUNTABILITYITISILLEGALTODOSO4HERECENTMOVETOSUPPORTPRIVATELY
    FUNDEDVOUCHERSBYGIVINGTAXDEDUCTIONSFORTHEMISABACKDOORAPPROACHWHICHWILL
    BOOMERANGBECAUSEEVENATAXDEDUCTIONHASTOBEACCOUNTABLE!STUDYOFTHEGRADUAL
    ISMINVOLVEDINREGULATIONOFTHECHILDCAREINDUSTRYISACASEINPOINT!SPARENTSWERE
    ALLOWEDTAXDEDUCTIONSFORCHILDCARE REGULATIONSWERESUDDENLYDRAWNUPANDIMPOSED
    INMANYCASESFORCINGTHEHOME BASEDCHILDCAREPROVIDERSOUTOFBUSINESSORINTOAN
    UNDERGROUNDOPERATINGMODE&AMILYMEMBERSWHOWEREPROVIDERSOFCHILDCAREWERE
    EXCLUDEDFROMTHEEXEMPTION ETC!NOTHERRESULTHASBEENTHEREGULATIONOFPRIVATEAND
    GOVERNMENTCHILDCAREPROVIDERSTOTHEPOINTTHATEVENTHEFOODTHEYOFFERTHECHILDREN
    MUSTMEETASTANDARD"EWAREOFhCHOICEvPROPOSALS NOMATTERWHOISOFFERINGTHEM3EE
    6IRGINIA"IRT"AKERSh%DUCATIONAL#HOICE4HE%DUCATION6OUCHER 4AX#REDITS AND
    THE.ONPUBLIC3CHOOLS vAND2ESOURCE,IST
    #ITIZENSHIP%DUCATION4HEFOLLOWINGDElNITIONCOMESFROMh3CHOOL TO 7ORKAND2ALPH4YLERv
    BY$EAN'OTCHERIN)NSTITUTIONFOR!UTHORITY2ESEARCH.EWSLETTER!PRIL 
    %DUCATIONWHICHPRODUCESASOCIALISTDIALECTIC MINDED CITIZENWHOISNOT
    CONCERNEDWITHUNALIENABLERIGHTSGIVENBYAHIGHERAUTHORITY BUTWITHHUMAN
    RIGHTSDETERMINEDBYTHEGROUPINCONSENSUS GUIDEDBYSOCIALENGINEERS 7ITH
    THEFORMER ONEISINNOCENTUNTILPROVENGUILTY SINCEFACTSDETERMINEONESGUILT
    WITHTHELATTER ONEISGUILTYUNTILPROVENINNOCENT SINCEFEELINGSPERSONAL SOCIAL
    FELTNEEDS DETERMINEONESGUILTORINNOCENCE

    3EE#HARACTER%DUCATION #ITIZENSHIP%DUCATION AND6ALUES#LARIlCATION


    #LIMATE3EE%NVIRONMENT
    #OGNITIVE$ISSONANCE$ISORGANIZATIONOFTHOUGHTS MENTALCONFUSION ANDEMOTIONALTENSION
    CAUSEDBYBEHAVIORMODIlCATIONWHICHCONmICTSWITHONESVALUES3UCHMANIPULATION
    CAUSESMANYTORETHINKANDMODIFYTHEIRVALUESINORDERTOCONFORMTOEXPECTEDBEHAVIOR
    3EEh0ARADIGM#HANGE-ORE-AGICTHAN,OGICvBY*OHN#(ILLARY AND!PPENDIX
    8)))AND8)8
    #OGNITIVE$OMAIN3EE4AXONOMYOF%DUCATIONAL/BJECTIVESAND!PPENDIX8)8
    #OMMON'ROUND!PLACEOFCOMPROMISEAPLEASANT SOUNDINGSTRATEGYDEVELOPEDBYCHANGE
    AGENTS FOR SILENCING OPPOSING VOICES AND WINNING COMMUNITY SUPPORT 4HE ADJECTIVE
    hBIPARTISANvISUSEDMOREANDMOREINAPOSITIVEWAYASELECTEDOFlCIALSACCEPTTHEPER
    CEIVEDhNEEDvTOCOMETOCONSENSUSINORDERTOAVOIDCONmICT3EE#ONSENSUS"UILDING
    $ELPHI4ECHNIQUE 'ROUP0ROCESS 3YNTHESIS AND!PPENDIX88))
    #OMMUNITY%DUCATION!PROCESS NOTAPROGRAM BYWHICHTHETOTALCOMMUNITYISINVOLVED
    IN DECISION MAKING BY CONSENSUS USING THE GROUP PROCESS AND THE $ELPHI 4ECHNIQUE

    'n
    4HEORIGINALPURPOSEOF#OMMUNITY%DUCATIONWASANDSTILLISTOPUTALLSERVICESHEALTH
    LEISURE SENIORCITIZEN RECREATION ETC UNDERTHEUMBRELLAOFTHESCHOOLDISTRICT#OM
    MUNITY%DUCATIONLITERATURESTATESTHATTHEPURPOSEOF#OMMUNITY%DUCATIONISTOCHANGE
    THEATTITUDESANDVALUESOFCOMMUNITYRESIDENTS#OMMUNITY%DUCATIONSEEKSTOELIMINATE
    ELECTEDOFlCIALS REPLACINGTHEMWITHPOLITICALLYCORRECT UNELECTEDMEMBERSOFACOM
    MUNITYCOUNCILWHOWILLNOTCHALLENGECONTROVERSIALNEWPROGRAMS'OVERNMENTOFlCIALS
    WHOPROMOTE#OMMUNITY%DUCATIONHAVELIKENEDITTOTHE#HINESE#OMMUNISTCOMMUNAL
    SYSTEMh'ROUPPROCESS vhPARTICIPATORYDEMOCRACY vANDhSUSTAINABLEDEVELOPMENTvARE
    OTHERTERMSASSOCIATEDWITH#OMMUNITY%DUCATION3EE/CTOBERARTICLEONSCHOOL
    BASEDCLINICS .OVEMBER)SERBYTARTICLEIN%DUCATION7EEKAND!PPENDIX)
    #ONSENSUS "UILDING 4HE PROCESS BY WHICH STUDENTS SCHOOLS COMMUNITIES OR GROUPS OF
    PEOPLELEARNTOGIVEUPINDIVIDUALBELIEFSANDIDEASINORDERTOWORKFORhCOMMONGOALSv
    4HESEMAYBEDICTATEDFROMTHETOPDOWNINTERNATIONALTOLOCAL YETBEPROMOTEDAS
    GRASSROOTSIDEOLOGIES#ONSENSUSBUILDINGCHANGESBELIEFSTHROUGHPRESSURETOCONFORM
    TOGROUPTHINKING3EE#OMMON'ROUND $ELPHI4ECHNIQUE 'ROUP0ROCESS 3YNTHESIS
    AND!PPENDIX88))
    #ORE6ALUES6IRTUES4HELATE%RNEST,"OYER FORMERPRESIDENTOFTHE#ARNEGIE&OUNDATIONFOR
    THE!DVANCEMENTOF4EACHING DElNEDh4HE#ORE6IRTUESvINHISBOOK4HE"ASIC3CHOOL
    !#OMMUNITYFOR,EARNING!N)NTRODUCTIONTOTHE"ASIC3CHOOLAS
    4HE"ASIC3CHOOLISCONCERNEDWITHTHEETHICALANDMORALDIMENSIONSOFA
    CHILDSLIFE3EVENCOREVIRTUESHONESTY RESPECT RESPONSIBILITY COMPASSION SELF
    DISCIPLINE PERSEVERANCE ANDGIVINGAREEMPHASIZEDTOGUIDETHE"ASIC3CHOOL
    ASITPROMOTESEXCELLENCEINLIVING ASWELLASINLEARNING

    (EGOESONTOSAYUNDERASECTIONCALLEDh,IVINGWITH0URPOSEvTHAT
    4HE CORE VIRTUES OF THE "ASIC 3CHOOL ARE TAUGHT BOTH BY WORD AND DEED
    4HROUGHCURRICULUM SCHOOLCLIMATE ANDSERVICE STUDENTSAREENCOURAGEDTOAPPLY
    THELESSONSOFTHECLASSROOMTOTHEWORLDAROUNDTHEM

    /NFACEVALUE WHOCOULDQUESTIONTHEABOVESEVENCOREVIRTUES!PROBLEMARISESWHEN
    ASTUDENTINTERJECTSHISRELIGIONSDElNITIONOFANYOFTHESECOREVIRTUES4HATISWHEN
    VALUESEDUCATIONBECOMESSTICKYANDWHENTHATSTUDENTWILLBEPUTDOWNWITHARETORT
    FROMTHETEACHERSIMILARTOh4HATSYOURDElNITIONv5NLESSTHECOREVIRTUESHAVEASOLID
    RELIGIOUSORPHILOSOPHICALBASEWHICHDOESNOTALLOWFORSITUATIONALETHICS INSTRUCTIONIN
    THISCONTROVERSIALAREABECOMESUSELESS CONFUSING ANDAWASTEOFTIME&OR%XAMPLETHE
    CULTUREOFTHE.ETSILIK%SKIMO4RIBE DISCUSSEDIN-AN!#OURSEOF3TUDY;-!#/3= THE
    CONTROVERSIAL"&3KINNER*EROME"RUNERSOCIALSTUDIESPROGRAM CONSIDEREDTHEPUTTING
    OFELDERLYPEOPLEOUTONTHEICETODIETHEhCOMPASSIONATEvANDhRESPONSIBLEvTHINGTODO
    3EE-!#/3ENTRYAND!PPENDIX)6 6 AND8)8
    #RITICAL4HINKING0ROFESSOR"ENJAMIN"LOOMDElNESGOODTEACHINGAShCHALLENGINGSTUDENTS
    lXED BELIEFSv #RITICAL THINKING DOES EXACTLY THAT USING "LOOMS 4AXONOMY AND VALUES
    CLARIlCATIONTOBRINGABOUTATTITUDINALANDVALUECHANGE3EE!PPENDIX8)8AND88)))
    $ELPHI4ECHNIQUE4HESOCIALSCIENTISTSLABELFORACOMMUNICATIONTECHNIQUEUSEDTOGETA

    'LOSSARY 'n


    DIVERSEGROUPTOARRIVEATAPREDETERMINEDCONSENSUSPOSITIONTHROUGHCIRCULATINGINFOR
    MATIONFORCOMMENTINSEVERALROUNDS SYNTHESIZINGTHERESPONSESUNTILALLAGREE)FA
    PARTICIPANTSVIEWCANNOTBESYNTHESIZEDWITHTHEGROUPSVIEWAFTERREPEATEDROUNDS
    THENTHEPREMISEMUSTBEDECLAREDINVALIDANDABANDONED-ORERECENTLY THEFOREGOING
    ORIGINALDElNITIONHASEVOLVEDINTOALLOWINGTHEPARTICIPANTSOPPOSINGVIEWTOBEABAN
    DONEDINORDERTOACHIEVECONSENSUS3EE#OMMON'ROUND #ONSENSUS"UILDINGAND
    'ROUP0ROCESS
    $IALECTIC (EGELIAN#OMMONGROUND CONSENSUS ANDCOMPROMISETHESIS ANTITHESIS SYNTHESIS
    3EE0REFACE #OMMON'ROUND #ONSENSUS"UILDINGAND'ROUP0ROCESS
    $IRECT)NSTRUCTION$) $EVELOPEDBY3IEGFRIED%NGELMANNINTHESANDKNOWNAS$)34!2
    $IRECT)NSTRUCTION3YSTEMFOR4EACHINGAND2EMEDIATION OR32!Sh2EADING-ASTERY v
    ITWASONEOFTHEMODELSUSEDIN0ROJECT&OLLOW4HROUGH$IRECT)NSTRUCTIONISBASEDON
    3KINNERIANOPERANTCONDITIONINGANDHASTRADITIONALLYBEENUSEDWITHSPECIALEDUCATION
    STUDENTS$)REQUIRESTEACHERSTOTEACHFROMASCRIPTANDTOUSEHANDSIGNALSANDSOUNDSTO
    PUNCTUATETHEhLEARNINGvPROCESS4HEFOLLOWINGEXCERPTSTAKENFROMTHERESEARCHOFTHOSE
    DEEPLYINVOLVEDINTHEDEVELOPMENTANDPROMOTIONOF$IRECT)NSTRUCTIONPROVIDEIMPORTANT
    INFORMATIONABOUTTHIS3KINNERIANhSCIENTIlC RESEARCH BASEDvMETHODOFINSTRUCTION
     h4HE$IRECT)NSTRUCTION-ODELEMPHASIZESGROUPFACE TO FACEINSTRUCTIONBY
    TEACHERSANDAIDESUSINGCAREFULLYSEQUENCEDLESSONSINREADING ARITHMETIC
    ANDLANGUAGE4HESEPROGRAMSWEREDESIGNEDBY3IEGFRIED%NGELMANNUSING
    MODERNBEHAVIORALPRINCIPLESANDADVANCEDPROGRAMMINGSTRATEGIES"ECKER
    %NGELMANN 4HOMAS  ANDAREPUBLISHEDBY3CIENCE2ESEARCH!SSOCI
    ATESUNDERTHETRADENAME$)34!2vh3PONSOR&INDINGSFROM0ROJECT&OLLOW
    4HROUGH v7ESLEY#"ECKERAND3IEGFRIED%NGELMANN 5NIVERSITYOF/REGON
    %FFECTIVE3CHOOL0RACTICES 7INTER  PAGE
     h$IRECT)NSTRUCTION!BEHAVIOR BASEDMODELFORCOMPREHENSIVEEDUCATIONAL
    INTERVENTIONWITHTHEDISADVANTAGEDv0APERPRESENTEDATTHE6)))3YMPOSIUM
    ON "EHAVIOR -ODIlCATION #ARACAS 6ENEZUELA &EBRUARY  $IVISION OF
    4EACHER%DUCATION 5NIVERSITYOF/REGON %UGENE /REGON2EFERENCE.OTESAT
    THEENDOFTHEARTICLEINCLUDEh!#ONSTRUCTIVE,OOKAT&OLLOW4HROUGH2ESULTSv
    BY#ARL"EREITER /NTARIO)NSTITUTEFOR3TUDIESIN%DUCATION AND-IDIAN+URLAND
    5NIVERSITYOF)LLINOISAT5RBANA #HAMPAIGN ORIGINALLYPUBLISHEDIN)NTERCHANGE
    6OL 7INTER  WHICHWASREPRINTED WITHPERMISSION IN%FFECTIVE3CHOOL
    0RACTICES7INTER  
     h&IRST HE%NGELMANN HYPOTHESIZEDTHATCHILDRENWOULDGENERALIZETHEIRLEARN
    INGINNEW UNTAUGHTSITUATIONS IFTHEYCOULDRESPONDPERFECTLYTOASMALLERSET
    OFCAREFULLYENGINEEREDTASKS(EALSOFAVOREDARAPIDINSTRUCTIONALPACEAND
    CHORALGROUPRESPONSE PUNCTUATEDBYINDIVIDUALSTUDENTRESPONSES BELIEVING
    THATTHISWOULDHEIGHTENSTUDENTENGAGEMENTANDALLOWTEACHERSTOPERFORM
    REGULARCHECKSFORSTUDENTMASTERY vFROMh-AKING2ESEARCH3ERVETHE0ROFES
    SIONvBY"ONNIE'ROSSEN 2ESEARCH!SSOCIATEWITHTHE5NIVERSITYOF/REGONS
    .ATIONAL#ENTERTO)MPROVETHE4OOLSOF%DUCATORS APROJECTFUNDEDBYAGRANT
    FROM THE 53 /FlCE OF 3PECIAL %DUCATION AND PUBLISHER OF %FFECTIVE 3CHOOL
    0RACTICES PUBLISHEDINTHE&ALLISSUEOF!MERICAN%DUCATOR JOURNALOFTHE
    !MERICAN&EDERATIONOF4EACHERS

    'n
    3EE%FFECTIVE3CHOOLS -ASTERY,EARNING AND!PPENDIX)) ))) 86))AND88)
    %FFECTIVE3CHOOLS4HEFOLLOWINGDElNITIONISTAKENFROMANARTICLEENTITLEDh%FFECTIVE3CHOOLS
    FOR2ESULTSvPUBLISHEDIN4HE%FFECTIVE3CHOOL2EPORT*ULY 
    /VERTHEPASTYEARSTHEREHAVEBEENTHREEPRIMARYPROGRAMSRELATEDTOTHE
    DESIGNANDIMPLEMENTATIONOF%FFECTIVE3CHOOLSANDSUCCESSFULLEARNINGRESULTS
    %ACH EFFORT FOCUSED ON DIFFERENT ASPECTS BEHAVIORAL CHANGE AND APPLICATION OF
    LEARNINGTHEORYTOPRODUCESUCCESSFULLEARNINGRESULTSIDENTIlCATIONOFSOCIOLOGI
    CALFACTORSOPERATINGIN%FFECTIVE3CHOOLSTEACHINGSTRATEGIESTOEFFECTLEARNING
    ANDTHECOMBINATIONOFTHESEVARIABLESANDPRACTICESINASYSTEMATICAPPROACHTO
    ACHIEVELEARNINGANDMANAGEMENTRESULTS4HERESULTSOFTHESERESEARCHPROGRAMS
    OFFERPROVENPRACTICESWHICH WHENCOMBINEDINANINTERDISCIPLINARYAPPROACH
    CANDELIVERhPREDICTABLEEXCELLENCEvINEDUCATIONALRESULTS THEULTIMATECRITERION
    OFAN%FFECTIVE3CHOOLPROGRAM
    4HEFOLLOWINGPROFESSIONALSANDGROUPSHAVEBEENINVOLVEDINTHISRESEARCH
    ANDDEVELOPMENT7ILBUR"ROOKOVER 2ON%DMONDS %FFECTIVE3CHOOLS2ESEARCH
    -OVEMENT"&3KINNER .ORMAN#ROWDER 2OBERT%AND"ETTY/#ORRIGANn
     -ASTERY,EARNING0RACTICES2%#ORRIGAN "/#ORRIGAN 7ARD#ORRIGAN
    AND2OGER!+AUFMANn 0ROJECTENTITLEDh!3YSTEMATIC!PPROACHFOR
    %FFECTIVENESS3!&% FOR$ISTRICT WIDE)NSTALLATIONOF%FFECTIVE3CHOOLSv

    3EE*ULY%FFECTIVE3CHOOL2EPORTAND!PPENDIX6)AND886)
    %NVIRONMENT!KEYTERMUSEDINBEHAVIORMODIlCATION#HANGINGONESENVIRONMENTCANBE
    UTILIZEDTOBRINGABOUTBEHAVIORALCHANGE4HETERMhPSYCHOLOGICALLYFACILITATIVECLIMATEv
    MEANSTHESAMETHINGAShPOSITIVESCHOOLCLIMATEv
    &ACILITATE &ACILITATOR!CHANGEAGENTWHOCHAIRSHANDPICKEDCOMMITTEESORGROUPSTODIRECT
    DISCUSSIONTOWARDTHEhRIGHT vPREDETERMINEDCONCLUSIONSORCONSENSUS4HISPROCESSIS
    CALLEDhMANAGEDCHANGEv&ACILITATORSAREHIGHLYTRAINEDTODEALWITHhRESISTERS vTHOSE
    OPPOSEDTOTHEPREDETERMINEDCHANGE3EE#HANGE!GENTAND!PPENDIX8)6
    'LOBAL%DUCATION%DUCATIONFORTHEPURPOSEOFCREATINGhGLOBALCITIZENSv!LSOKNOWNAShWORLD
    CLASSvEDUCATION hHOLISTICvEDUCATIONORTHEhTRANSFORMATIONvOFEDUCATION!PILOTGLOBAL
    EDUCATIONCURRICULUMIN)OWA#ATALOGUEOF'LOBAL%DUCATION#LASSROOM!CTIVITIES ,ESSON
    0LANS AND2ESOURCES  EMPHASIZEDTOPICSSUCHASENVIRONMENTALISM VEGETARIANISM
    PANTHEISM PACIlSM POPULATION CONTROL AND GLOBAL GOVERNMENT )N HOLISTIC FASHION IT
    WASDESIGNEDTOBEhINTEGRATEDvANDhINFUSEDvTHROUGHOUTTHEACADEMICCURRICULUM4HE
    'LOBAL!LLIANCEFOR4RANSFORMING%DUCATION'!4% IN%DUCATION!(OLISTIC0ERSPEC
    TIVE DElNESHOLISTICGLOBAL EDUCATIONASFOLLOWS
    7ECALLFORWHOLENESSINTHEEDUCATIONALPROCESS ANDFORTHETRANSFORMATION
    OF EDUCATIONAL INSTITUTIONS AND POLICIES REQUIRED TO ATTAIN THIS AIM 7HOLENESS
    IMPLIESTHATEACHACADEMICDISCIPLINEPROVIDESMERELYADIFFERENTPERSPECTIVEON
    THERICH COMPLEX INTEGRATEDPHENOMENONOFLIFE(OLISTICEDUCATIONCELEBRATES
    ANDMAKESCONSTRUCTIVEUSEOFEVOLVING ALTERNATIVEVIEWSOFREALITYANDMULTIPLE
    WAYSOFKNOWING)TISNOTONLYTHEINTELLECTUALANDVOCATIONALASPECTSOFHUMAN
    DEVELPMENT THAT NEED GUIDANCE AND NURTURANCE BUT ALSO THE PHYSICAL SOCIAL
    MORAL AESTHETIC CREATIVE ANDINANONSECTARIANSENSESPIRITUALASPECTS(OLISTIC

    'LOSSARY 'n


    EDUCATIONTAKESINTOACCOUNTTHENUMINOUSMYSTERYOFLIFEANDTHEUNIVERSEIN
    ADDITIONTOTHEEXPERIENTIALREALITY

    3EE'LOBAL!LLIANCEFOR4RANSFORMING%DUCATION 3USTAINABLE$EVELOPMENT
    7ORLD#LASS%DUCATION AND!PPENDIX886))
    'RADUALISMh4WOSTEPSFORWARD ONESTEPBACKv4HISPOLITICALPROCESSALLOWSCHANGEAGENTS
    TOINTRODUCEMAJORSOCIALCHANGEINBITSANDPIECES RATHERTHANINSWEEPINGPROPOSALS
    /FTENSEMANTICDECEPTIONISUSEDTOINTRODUCETHESECHANGES FOCUSINGATTENTIONONTHE
    hTREESv THE BITS AND PIECES RATHER THAN THE hFORESTv 'RADUALISM KEEPS THE COMMON
    THREADOFCHANGEOUTOFVIEWWHILETHEPROCESSOFCHANGECONTINUESUNNOTICEDBYTHE
    GENERALPUBLIC3EE0REFACE
    'ROUP0ROCESS4HEGROUPPROCESSUSESSENSITIVITYTRAININGANDOTHERPSYCHOLOGICALTECHNIQUES
    TOSTRIPTHEINDIVIDUALOFHISINDIVIDUALITYANDTOMANIPULATEHIMINTOCONFORMITYWITH
    POLITICALLYCORRECTGROUPVALUESANDGOALS3EE.ATIONAL4RAINING,ABORATORY #ON
    SENSUS"UILDINGAND!PPENDIX88))
    (IGHER/RDER4HINKING3KILLS(/43 0SYCHOLOGICALMANIPULATIONUSINGhAPPLICATION ANALY
    SIS SYNTHESIS ANDEVALUATIONvTHEHIGHERLEVELSOF"LOOMS4AXONOMY WITHOUTTHEFAC
    TUALKNOWLEDGENEEDEDFORRATIONALANDOBJECTIVETHINKING4HESTUDENTISDRAWNTOWARD
    MAKINGCONCLUSIONSBASEDONBIASED POLITICALLYCORRECTINFORMATIONANDDISINFORMATION
    3EE#RITICAL4HINKINGAND!PPENDIX8)8AND88)))
    (OLISTIC7HOLISTIC %DUCATION)NVOLVINGTHEWHOLEPERSONvBODY SOULANDSPIRITv)TINTE
    GRATESALLSUBJECTSANDINFUSESEVERYTHINGWITHAPANTHEISTIC MONISTICSPIRITUALITY3EE
    3USTAINABLE$EVELOPMENT'!4%ENTRY 'LOBAL%DUCATION !PPENDIX886)) AND2ESOURCE
    ,IST"RAVE.EW3CHOOLSINFORMATION
    (UMAN#APITALOR2ESOURCE4HENEWLABELFORALLCHILDRENANDADULTSWHOAREBEINGSHAPED
    MOLDEDTOMATCHTHESUPPOSEDNEEDSOFTHEGLOBALECONOMY4HETRAINEDWORKFORCEPRODUCT
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    'LOSSARY 'n


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    'LOSSARY 'n


    MENTOFSTUDENTLEARNING
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    'LOSSARY 'n


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    'LOSSARY 'n


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    3KILL3TANDARDS4HEFOLLOWINGEXCERPTSHAVEBEENTAKENFROM4HE3CHOOL TO 7ORK2EVOLUTION
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    EMPLOYERSTHESKILLSOFJOBAPPLICANTSANDPROVIDEWORKERSWITHAWIDELYRECOG
    NIZEDCREDENTIAL4HEYCOULDIMPROVETHEQUALITYOFCAREERINFORMATIONAVAILABLE
    TOSCHOOLS EMPLOYERS ANDYOUNGPEOPLE&OREXAMPLE THEYCOULDHELPIMPROVE
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    TRIESINTHE5NITED3TATESCOULDDEVELOPVOLUNTARYSKILLSTANDARDS4HEPROJECTS
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    HOSPITALITY ANDTOURISM/FTHEPILOTPROJECTSFUNDEDSOFAR THEVASTMAJORITY
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    CRIME DRUGS POVERTY ANDJUSTSHEERCOMPLEXITY ISNOTSUSTAINABLEINTOTHEST
    CENTURY3TUDENTSNEEDTOUNDERSTANDTHESETHINGSASPARTOFTHEIR7ORLD#LASS
    EDUCATION

    3EE'!4%ENTRY 'LOBAL%DUCATION 2ESOURCE,IST AND!PPENDIX886))


    3YNTHESIS/NEOFTHEHIGHER ORDERTHINKINGSKILLSIN"LOOMS4AXONOMY5SESTHEPRINCIPLES
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    ONEVALUATION
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    NODIRECTINTERVENTIONBYTHETEACHER

    'LOSSARY 'n


    3EE00"3
    4AXONOMYOF%DUCATIONAL/BJECTIVES&ROMTHEBOOKTITLED4AXONOMYOF%DUCATIONAL/BJEC
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    HAVEHISWORLDVIEWREORGANIZEDHISVALUESCHANGEDARE+NOWLEDGELIST MATCH NAME
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    RELATE SOLVE USE SHOW CLASSIFY !NALYSISSUPPORT DIFFERENTIATE GENERALIZE 3YNTHESIS
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    TIONSMAYBRINGABOUTAMAJORREORGANIZATIONINCOGNITIVEASWELLASAFFECTIVEBEHAVIORSv
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    CALLY ORIENTEDTEACHERSHAVETHEIRJOBSTHREATENEDONLYTOBEREPLACEDBYNON ACADEMICALLY
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    5.%3#/5NITED.ATIONS%DUCATIONAL 3CIENTIlC AND#ULTURAL/RGANIZATION !SPECIALIZED
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    'n
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    'LOSSARY 'n


    7ORLD#LASS%DUCATION!TERMLOOSELYBANDIEDABOUTBYGOVERNMENTANDCORPORATECHANGE
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    NEXTCENTURY4HISPROCESSUSESTECHNOLOGYCOMPUTERS ROBOTICS ETC MASTERYLEARNING
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    "EHAVIORIST4ERMINOLOGY
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    'LOSSARY 'n


    BEHAVIORTHEORY!VIEWWHICHREGARDSHUMANBEHAVIORASPRIMARILYROOTEDINTHEEXPERIEN
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    'LOSSARY 'n


    MEASUREMENT#RITICALCOMPONENTOF3KINNERIANOPERANTCONDITIONING
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    'LOSSARY 'n


    OF THE PRINCIPAL PROMOTERS OF OUTCOME BASED EDUCATION 3PADY ET AL WHICH INCLUDES
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    4HEY HAVE A BROAD CULTURAL BACKGROUND AND AN UNDERSTANDING OF WORLD CONDITIONS
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    DEVELOPINGTHEABILITYTOTHINK
    DEVELOPINGDESIRABLEPERSONALITYANDCHARACTERTRAITS

    !n

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    DISCOVERINGANDDEVELOPINGWORTHWHILEINTERESTS
    DEVELOPINGRESPECTFOROTHERS ORINTERCULTURALRELATIONS
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    THE RESPONSIBILITIES FORMERLY BORNE BY THE FAMILY 4HE SCHOOL MUST STUDY THE PROBLEM
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    DEVELOPINGWHOLESOMEHABITSANDUNDERSTANDINGOFWORK
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    THANUPONTHOSEOFTHEPAST 
    DEVELOPING CONSUMER COMPETENCEx SCHOOLS OF THE FUTURE MUST DO MUCH ABOUT SUCH
    THINGS
    DEVELOPINGVOCATIONALCOMPETENCE
    DEVELOPING SOCIAL AND CIVIC COMPETENCEUNDERSTAND OBLIGATIONS AS A MEMBER OF THE
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    ANDWORLDGOVERNMENT
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    DEVELOPINGKNOWLEDGE UNDERSTANDINGOF ANDSKILLIN THECREATIVEARTS
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    KINDORTYPEOFRELIGION

    5NDERh4HE3ERVICE0ROGRAMvONElNDS(EALTHAND-EDICAL3ERVICES)NTHESCHOOLOFTHE
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    4HE END RESULTS ARE THAT THE SCHOOL MAKES ITSELF INDISPENSABLE TO ALL PHASES OF
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    RECEIVEINCREASINGEMPHASISUNTILTHESCHOOLBECOMESINFACTTHEAGENCYTOWHICHALLTHE
    PEOPLEINTHECOMMUNITYTURNFORASSISTANCE

    !PPENDIX))

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    4HE ORIGINAL STUDIES REPORTED BY CONTRIBUTORS TO THIS VOLUME ALSO RECEIVED DIRECT SUPPORT
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    !PPENDIX))
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    4HESEREQUIREMENTSARENOTEXCESSIVE BUTTHEYAREPROBABLYINCOMPATIBLEWITHTHECURRENT
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    !PPENDIX)))

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    3 4HEWEAKESTSTIMULUSSUFlCIENTTOELICITARESPONSEMARKSTHEhTHRESHOLDvOFTHEREmEX
    !TAPONTHEKNEEWILLNOTELICITAKICKIFITISBELOWTHE?????
    2 ,ATENCY
    3 !FORCEFULTAPELICITSASTRONGKICKATAPBARELYABOVETHETHRESHOLDELICITSAWEAKKICK
    -AGNITUDEOFRESPONSETHUSDEPENDSONTHEINTENSITYOFTHE?????
    2  2ESPONSE 3TIMULUS 2EmEX
    3  )F A SIP OF VERY WEAK LEMONADE DOES NOT CAUSE SALIVATION THE STIMULUS IS SAID
    TOBEBELOW?????

    4HEFOLLOWINGRESPONSESAREONTHETURNEDPAGE
    2 2EmEXES
    3 4HESTIMULATINGOBJECTUSEDBYTHEDOCTORTOELICITAKNEEJERKISAN ?????
    2 4APORBLOW
    3  4ECHNICALLY SPEAKING A REFLEX INVOLVES A PROCESS CALLED ELICITATION ! STIMULUS
    ?????ARESPONSE
    2 %LICITS
    3  4HE TIME WHICH ELAPSES BETWEEN THE ONSET OF THE STIMULUS AND THE ONSET OF THE
    RESPONSE IS CALLED THE hLATENCYv 4HUS THE TIME BETWEEN TAP AND KICK IS THE ?????
    OFTHEKNEEJERKREmEX
    2 4HRESHOLD
    3  4HE FRACTION OF A SECOND WHICH ELAPSES BETWEEN hBRUSHING THE EYEv AND hBLINKv
    ISTHE?????OFTHEREmEX
    2 3TIMULUSTAP
    3  7HEN A PERSON IS STARTLED BY A LOUD NOISE HIS SUDDEN MOVEMENT IS HIS  ?????
    TO THE NOISE WHICH HAS ACTED AS A  ????? 4HE TWO TOGETHER ARE CALLED AN
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    &ROMh0RINCIPLESOF0ROGRAMMINGvBY2OBERT'LASER

    !n
    4HISARTICLEWASPREPAREDUNDER53/FlCEOF%DUCATION2ESEARCH#ONTRACT3!%n
    4HISISAPRELIMINARYVERSIONOFAFORTHCOMINGBOOKCHAPTER
    9ESTERDAY /CTOBER WASTHEOFlCIALPUBLICATIONDATEOFTHEBOOK4EACHING-ACHINES
    AND0ROGRAMMED,EARNINGWHICH$R,UMSDAINEAND)HAVEEDITED ANDWHICHYOUHAVE
    RECEIVEDFORTHISSEMINAR)TISINDEEDTRUETHATTHISBOOKWOULDNEVERHAVEBEENCONCEIVED
    WITHOUTTHEWELL KNOWNANDPERHAPSUNDYINGWORKOF0ROFESSOR3KINNER AND)WOULDLIKE
    TOTAKETHISOPPORTUNITYWHAT)CONSIDERTOBEARATHERMOMENTOUSOCCASIONFORBOTH!RT
    ,UMSDAINEANDMYSELFTOPRESENT&REDWITHACOPYOFTHEBOOKATTHISTIME)TISLARGELY
    THROUGH0ROFESSOR3KINNERSWORKTHATALLTHISTHEORYANDEXCITEMENTABOUTTEACHINGMACHINES
    ANDPROGRAMMEDLEARNINGHASCOMEABOUT0RESENTATIONTO0ROFESSOR3KINNER 
    -OSTRECENTLY ANDACTUALLYINTHECOURSEOFPREPARINGTHISVOLUME )HAVECOMPLETEDOR
    COMPILEDWHATAPPEARSTOMETOBETHEMAJORIDEASBEINGEXPRESSEDINTHElELDOFTEACHING
    MACHINESANDPROGRAMMEDLEARNING4HEBASICNOTIONSHAVEBEENDEVELOPEDFROMRESEARCH
    lNDINGS IN THE EXPERIMENTAL STUDY OF LEARNING AND HAVE BEEN EXPRESSED BY A NUMBER OF
    MEN IN THE lELD AND TO A LARGE EXTENT BY THE SPEAKERS AT THIS PLATFORM (OWEVER SINCE
    THE USE OF TEACHING MACHINES IS IN ITS +ITTY (AWK STAGE AND SINCE THE APPLICATION OF
    THE SCIENCE OF LEARNING TO THE DEVELOPMENT OF A TECHNOLOGY OF TRAINING AND EDUCATION IS
    ALSOINITSCHILDHOOD )SHOULDLIKETOSETTHESENOTIONSDOWNFORYOURCONSIDERATIONAND
    DISCUSSEACHPOINTRATHERBRIEmY
    %VOKING3PECIlC"EHAVIOR
    4HEESSENTIALTASKINVOLVEDISTOEVOKETHESPECIlCFORMSOFBEHAVIORFROMTHESTUDENTAND
    THROUGHAPPROPRIATEREINFORCEMENTBRINGTHEMUNDERTHECONTROLOFSPECIlCSUBJECTMATTER
    STIMULI!SASTUDENTGOESTHROUGHALEARNINGPROGRAM CERTAINOFHISRESPONSESMUSTBE
    STRENGTHENED AND SHAPED FROM INITIAL UNSKILLED BEHAVIOR TO SUBJECT MATTER COMPETENCE
    0ROGRAMMINGRULESARECONCERNEDWITHHOWONEGOESABOUTDOINGTHIS
    /URPRESENTKNOWLEDGEOFTHELEARNINGPROCESSPOINTSOUTTHATTHROUGHTHEPROCESSOF
    REINFORCEMENT NEWFORMSOFBEHAVIORCANBECREATEDWITHAGREATDEGREEOFSUBTLETY4HE
    CENTRALFEATUREOFTHISPROCESSISMAKINGTHEREINFORCEMENTCONTINGENTUPONPERFORMANCESOF
    THELEARNER/FTENTHEWORDhREWARDvISUSEDTOREFERTOONECLASSOFREINFORCINGEVENTS "Y
    DIFFERENTIALLYAPPLYINGREINFORCEMENTTORELATIVELYMINUTEBEHAVIORALCHANGES ITISPOSSIBLE
    TOPROGRESSFROMTHEINITIALBEHAVIOROFTHELEARNERINSMALLSTEPSTHROUGHTHEDEVELOPMENTOF
    MORECOMPLEXBEHAVIORS4HISPROGRESSIONCANTAKEPLACEBYSMALLENOUGHSTEPSSOTHATTHE
    STUDENTSPROGRESSANDMOTIVATIONISNOTJEOPARDIZEDBYFREQUENTFAILURES
    3INCEAGREATDEALOFTEACHINGANDLEARNINGISNEEDEDFORACQUIRINGCOMPLEXBEHAVIORAL
    REPERTOIRES SUCHASANEWLANGUAGEORCALCULUSOPERATION THENUMBEROFREINFORCEMENTS
    AND THE SUBTLETIES OF REINFORCEMENTS REQUIRED TO ESTABLISH SUCH COMPLICATED BEHAVIOR
    OVER TAXESTHESKILLOFTHEMOSTEFlCIENTINSTRUCTOR ESPECIALLYWITHINTHELIMITSOFHISTIME
    ANDUSUALCLASSROOMORGANIZATION
    x4HE TERM hPROGRAMMINGv REFERS TO THE PROCESS OF CONSTRUCTING SEQUENCES OF
    INSTRUCTIONALMATERIALINAWAYTHATMAXIMIZESTHERATEOFACQUISITIONANDRETENTION AND
    ENHANCESTHEMOTIVATIONOFTHESTUDENT
    $ElNINGTHE$ESIRED"EHAVIOR
    x4HElRSTSTEPINPROGRAMMINGISTODElNETHElELD4HISMEANSTHATTHEPROGRAMMERMUST
    OUTLINEPRECISELYTHEBEHAVIORHEWANTSTHESTUDENTTOPERFORMATTHEENDOFTHEPROGRAM
    ANDMUSTSPECIFYTHEKINDSOFSTIMULUSMATERIALTHATASTUDENTWILLHAVEAVAILABLEINTHE
    COURSEOFTHISPERFORMANCE!PRIMARYPURPOSEOFINSTRUCTIONISTOPROVIDETHESTUDENTWITH
    ABEHAVIORALREPERTOIRECALLEDKNOWLEDGEOFTHESUBJECTMATTER

    !n
    !PPENDIX)))
    2EINFORCEMENTA#ENTRAL0ROCESS
    !CENTRALPROCESSFORTHEACQUISITIONOFBEHAVIORISREINFORCEMENT"EHAVIORISACQUIREDASA
    RESULTOFACONTINGENTRELATIONSHIPBETWEENTHERESPONSEOFANORGANISMANDACONSEQUENT
    EVENT)NORDERFORTHESECONTINGENCIESOFREINFORCEMENTTOBEEFFECTIVE CERTAINCONDITIONS
    MUSTBEMET2EINFORCEMENTMUSTFOLLOWTHEOCCURRENCEOFTHEBEHAVIORBEINGTAUGHT)F
    THISISNOTTHECASE DIFFERENTANDPERHAPSUNWANTEDBEHAVIORWILLBELEARNED)NADDITION
    A SUFlCIENT NUMBER OF REINFORCEMENTS MUST BE GIVEN SO THAT THE DESIRED BEHAVIOR IS
    STRENGTHENEDANDITSPROBABILITYOFOCCURRENCEFORAPARTICULARSTUDENTISHIGHINAPPROPRIATE
    SITUATIONS !S HAS BEEN SAID IN PROGRESSING FROM THE INITIAL REPERTOIRE TO THE TERMINAL
    REPERTOIRE THE STUDENT IS REINFORCED FOR MINUTE CHANGES IN BEHAVIOR WHICH BRING HIM
    CLOSERANDCLOSERTOSKILLEDPERFORMANCE!NDTHESEMINUTECHANGESAREBROUGHTABOUTBY
    SUCCESSIVESTEPSINTHEPROGRAM)NMOSTINSTRUCTIONALPROGRAMS THEREINFORCINGAGENTFOR
    THESTUDENTSIShKNOWLEDGEOFRESULTS vTHATIS KNOWLEDGEABOUTWHETHERORNOTTHERESPONSE
    HEPERFORMSISTHERESULTCONSIDEREDCORRECT&AILURETOPROVIDEADEQUATEREINFORCEMENTAND
    HENCEFAILURETOSTRENGTHENTHEBEHAVIOROFTHESTUDENTWITHRESPECTTOTHESUBJECTMATTER
    OFTENRESULTSINTHESTUDENTSHOWINGALACKOFINTEREST4HISMEANSTHATHISINTERESTISSHIFTED
    TOOTHERACTIVITIESFORWHICHSUFlCIENTREINFORCEMENTISPROVIDED
    4HE0RINCIPLEOF'RADUAL0ROGRESSION
    -YTHIRDPOINTISGRADUALPROGRESSIONTOESTABLISHCOMPLEXREPERTOIRES)NGETTINGTHESTUDENT
    FROMHISINITIALREPERTOIRETOTHETERMINALREPERTOIRE ITHASBEENINDICATEDTHATANIMPORTANT
    PRINCIPLEISTHATOFGRADUALPROGRESSION7EDONOTWAITFORTHESTUDENTTOEMITCOMPLEX
    BEHAVIORINTHECOURSEOFTRIALANDERRORANDTHENREINFORCECORRECTPERFORMANCE)NFACT HE
    MAYNEVEREMITTHESKILLFULBEHAVIORWEREQUIRE7HENDEVELOPINGCOMPLEXPERFORMANCEWE
    lRSTREINFORCEANYAVAILABLEBEHAVIORWHICHISTHESLIGHTESTAPPROXIMATIONTOTHETERMINAL
    BEHAVIOR,ATERWEUSETHISBEHAVIORINTHENEXTSTEPTOREINFORCEASMALLCHANGEWHICHISIN
    THEDIRECTIONOFTHETERMINALREPERTOIRE4HEPROGRAMMOVESINGRADEDSTEPSWORKINGFROM
    SIMPLETOHIGHERANDHIGHERLEVELSOFCOMPLEXITY
    4HE PRINCIPLE OF GRADUAL PROGRESSION SERVES TO MAKE THE STUDENT CORRECT AS OFTEN
    AS POSSIBLE AND IS ALSO THE FASTEST WAY TO DEVELOP A COMPLEX REPERTOIRE )T IS DIFlCULT
    TO SEE HOW COMPLEX BEHAVIOR CAN APPEAR EXCEPT THROUGH THE SPECIlC REINFORCEMENT OF
    MEMBERS OF A GRADED SERIES )T SEEMS THAT THIS IS AN IMPORTANT PRINCIPLE IN THE RAPID
    CREATIONOFNEWPATTERNSOFBEHAVIOR
    !TEACHSTEP THEPROGRAMMERMUSTASKWHATBEHAVIORMUSTASTUDENTHAVEBEFOREHE
    CANTAKETHISSTEP(EMUSTASKWHATPRINCIPLESORINTERVERBALRELATIONSHIPSWILLFACILITATE
    THIS SEQUENCE OF STEPS THAT FORM A PROGRESSION FROM INITIALLY ASSUMED KNOWLEDGE TO THE
    SPECIlED lNAL REPERTOIRE .O STEP SHOULD BE ENCOUNTERED BEFORE THE STUDENT CAN TAKE IT
    WITHAHIGHPROBABILITYOFSUCCESS
    %LICITING!VAILABLE2ESPONSESAND#ONTROLLING%RROR
    4HE NEXT POINT THAT ) WANT TO MAKE IS CALLED hEMITTED BEHAVIOR AND PROMPTINGv 4HIS
    CONCERNSMAKINGTHEDESIREDBEHAVIORMOREPROBABLE!STUDENTISASSUMED AS)HAVESAID
    TOPOSSESSSOMEINITIALRELATEDBEHAVIORINTHESUBJECTMATTERBEFOREHESTARTSTHECOURSE
    4HE BEHAVIOR AVAILABLE MUST BE SPECIlED AND THE PROGRAMMER CAN AT THE BEGINNING
    APPEALONLYTOTHOSEAVAILABLERESPONSES(OWTHENDOWEGETTHESTUDENTSTOEMITTHESE
    AVAILABLE RESPONSES "EFORE BEHAVIOR IS REINFORCED IT MUST BE EMITTED AND INSTRUCTIONAL
    MATERIALMUSTBEDESIGNEDTOELICITTHECORRECTANDAPPROPRIATEBEHAVIORWHICHCANTHEN
    BEAPPROPRIATELYREINFORCED!MAJORPORTIONOFWHATWECALLTHERULESOFPROGRAMMINGIS
    CONCERNEDWITHEVOKINGBEHAVIOR THATIS CONCERNEDWITHTECHNIQUESFORGETTINGTHESTUDENTS
    TOEMITNEWORLOWSTRENGTHRESPONSESWITHAMINIMUMOFERRORS

    !n
    4HEOCCURRENCEOFBEHAVIORINAPROGRAMISMADEMOREPROBABLEIFTHEMATERIALSARE
    DESIGNEDSOTHATEACHFRAMEMAKESTHECORRECTANSWERSINTHENEXTFRAMEMORELIKELY4HE
    PROBABILITYOFSUCCESSISINCREASEDBYTHEUSEOFFORMALHINTINGANDCOACHINGTECHNIQUES
    BASEDUPONWHATWEKNOWABOUTVERBALBEHAVIOR
    0UTTINGTHE3TUDENTON(IS/WN
    4HE NEXT POINT IS CALLED hFADING OR VANISHINGv 4HUS FAR IT HAS BEEN INDICATED THAT
    PROGRAMMINGTECHNIQUESUTILIZETHEPRINCIPLEOFREINFORCEMENT THEPRINCIPLEOFPROMPTING
    4HENEXTONEWECOMETOISTHEPRINCIPLEOFFADINGORVANISHING4HISPRINCIPLEINVOLVES
    THEGRADUALREMOVALOFPROMPTSORCUES SOTHATBYTHETIMETHESTUDENTHASCOMPLETEDTHE
    LESSON HEISRESPONDINGONLYTOTHESTIMULUSMATERIALWHICHHEWILLACTUALLYHAVEAVAILABLE
    WHENHEPERFORMSTHEhREALTASKv(EISONHISOWN SOTOSPEAK ANDLEARNINGCRUTCHES
    HAVEBEENELIMINATED&ADINGCANTHENBEDElNEDASTHEGRADUALWITHDRAWALOFSTIMULUS
    SUPPORT4HESYSTEMATICPROGRESSIONOFPROGRAMMEDLEARNINGISWELLSETUPTOACCOMPLISH
    THIS )T IS ALWAYS TO BE KEPT IN MIND THAT THESE PRINCIPLES ARE QUITE IN CONTRAST TO hROTE
    LEARNINGvORDRILL)NROTELEARNING MANYWRONGRESPONSESAREPERMITTEDTOOCCUR ANDTHE
    STUDENTEVENTUALLYLEARNSTODEVELOPHISOWNPROMPTSOFTENTOARELATIVELYUNRELATEDSERIES
    OFSTIMULI0ROGRAMMEDLEARNING ONTHEOTHERHAND ISDESIGNEDTOTAKEADVANTAGEOFTHE
    INHERENTORGANIZATIONOFTHESUBJECTMATTEROROFTHEBEHAVIOROFTHESUBJECTINRELATIONTOTHE
    SUBJECTMATTERINSHAPINGUPTHESTUDENTSLEARNING;ALLEMPHASESINORIGINAL=

    ;%D.OTE4HECOMPUTERINISASOPHISTICATEDVERSIONOFTHETEACHINGMACHINEREFERRED
    TOIN=

    !PPENDIX)6

    %XCERPTSFROM!0LANFOR%VALUATINGTHE1UALITYOF%DUCATIONAL
    0ROGRAMSIN0ENNSYLVANIA
    !0LANFOR%VALUATINGTHE1UALITYOF%DUCATIONAL0ROGRAMSIN0ENNSYLVANIA(IGHLIGHTSOFA
    2EPORTFROM%DUCATIONAL4ESTING3ERVICES0RINCETON .* TOTHE3TATE"OARDOF%DUCATIONOF
    THE#OMMONWEALTHOF0ENNSYLVANIA *UNE 
    "!#+'2/5.$
    4HE PLANNING PROJECT REPORTED IN THIS DOCUMENT HAD ITS INCEPTION IN A MANDATE FROM
    THE 'ENERAL !SSEMBLY OF 0ENNSYLVANIA 4HE MANDATE IS TO BE FOUND IN 3ECTION 
    OF THE !CT OF !UGUST   0,  !CT  4HE 3CHOOL $ISTRICT 2EORGANIZATION !CT
    OF )TREADSASFOLLOWS
    %DUCATIONAL 0ERFORMANCE 3TANDARDS4O IMPLEMENT THE PURPOSE OF THIS
    SUBDIVISION THE3TATE"OARDOF%DUCATION ASSOONASPOSSIBLEANDINANYEVENT
    NOLATERTHAN*ULY  SHALLDEVELOPORCAUSETOBEDEVELOPEDANEVALUATION
    PROCEDUREDESIGNEDTOMEASUREOBJECTIVELYTHEADEQUACYANDEFlCIENCYOFTHE
    EDUCATIONAL PROGRAMS OFFERED BY THE PUBLIC SCHOOLS OF THE #OMMONWEALTH
    4HE EVALUATION PROCEDURE TO BE DEVELOPED SHALL INCLUDE TESTS MEASURING THE
    ACHIEVEMENTSANDPERFORMANCEOFSTUDENTSPURSUINGALLOFTHEVARIOUSSUBJECTS
    AND COURSES COMPRISING THE CURRICULA 4HE EVALUATION PROCEDURE SHALL BE SO
    CONSTRUCTED AND DEVELOPED AS TO PROVIDE EACH SCHOOL DISTRICT WITH RELEVANT
    COMPARATIVEDATATOENABLEDIRECTORSANDADMINISTRATORSTOMOREREADILYAPPRAISE
    THEEDUCATIONALPERFORMANCEANDEFFECTUATEWITHOUTDELAYTHESTRENGTHENINGOF
    THEDISTRICTSEDUCATIONALPROGRAM4ESTSDEVELOPEDUNDERTHEAUTHORITYOFTHIS
    SECTIONTOBEADMINISTEREDTOPUPILSSHALLBEUSEDFORTHEPURPOSEOFPROVIDINGA
    UNIFORMEVALUATIONOFEACHSCHOOLDISTRICTANDTHEOTHERPURPOSESSETFORTHINTHIS
    SUBDIVISION4HE3TATE"OARDOF%DUCATIONSHALLDEVISEPERFORMANCESTANDARDS
    UPONCOMPLETIONOFTHEEVALUATIONPROCEDUREREQUIREDBYTHISSECTION
    4HISCOMMITTEEON1UALITY%DUCATIONSOUGHTTHEADVICEOFEXPERTSINTHEBEHAVIORAL
    SCIENCES4HESEEXPERTSCONSTITUTEDA3TANDING!DVISORY#OMMITTEEFORTHEPROJECTx)T;THE
    #OMMITTEE=CONCLUDEDTHATANEDUCATIONALPROGRAMISTOBEREGARDEDASADEQUATEONLYIFIT

    !n

    !n
    CANBESHOWNTOCONTRIBUTETOTHETOTALDEVELOPMENTOFPUPILS4HE#OMMITTEERECOGNIZES
    THAT MANY OF THE DESIRABLE QUALITIES THAT SCHOOLS SHOULD HELP PUPILS ACQUIRE ARE DIFlCULT
    TO DElNE AND EVEN MORE DIFlCULT TO MEASURE )T FEELS NEVERTHELESS THAT ANY EVALUATION
    PROCEDURETHATLEAVESTHESEQUALITIESOUTOFACCOUNTISDElCIENTASABASISFORDETERMINING
    WHETHERTHEPROGRAMOFANYSCHOOLDISTRICTISEDUCATIONALLYADEQUATE(AVINGINMINDTHIS
    VIEW OF EDUCATION AND ITS EVALUATION THE #OMMITTEE REQUESTED THE %DUCATIONAL 4ESTING
    3ERVICE ;.OTE FEDERALLY FUNDED ED= OF 0RINCETON .* TO ASSIST IN THE DEVELOPMENT OF
    A PLAN FOR THE IMPLEMENTATION OF !CT x 7HAT FOLLOWS GIVES THE HIGHLIGHTS OF THE
    THREE VOLUME REPORT ENTITLED ! 0LAN FOR %VALUATING THE 1UALITY OF %DUCATIONAL 0ROGRAMS
    IN0ENNSYLVANIA
    02/0/3%$'/!,3/&%$5#!4)/.
    4HElRSTSTEPINJUDGINGTHEQUALITYOFEDUCATIONALPROGRAMSISTODECIDEONTHEPURPOSESOF
    EDUCATION7HATSHOULDCHILDRENBEANDDOANDKNOWASACONSEQUENCEOFHAVINGGONETO
    SCHOOL7HATARETHEGOALSOFTHESCHOOLS4HESEQUESTIONSHAVEBEENHIGHONTHEAGENDAOF
    THE#OMMITTEEON1UALITY%DUCATION)TSMEMBERSWANTEDASETOFGOALSTHATWOULDREmECT
    THE PROBLEMS SOCIETY FACES IN THE WORLD TODAYx !VAILABLE MEASURES OF THE FACTORS ARE
    UNEVENINTHEIRDEVELOPMENT3OMEOFTHEMEASURESARECONSIDERABLYMOREVALID PRECISE
    AND INTERPRETABLE THAN OTHERS -EASURES OF CONVENTIONAL ACADEMIC ACHIEVEMENT FOR
    INSTANCE ARE AT A MORE ADVANCED STAGE OF DEVELOPMENT THAN MEASURES OF ATTITUDE AND
    VALUES 4HIS UNEVENNESS POSES A DIFlCULT BUT NOT AN INSOLUBLE PROBLEM IN DESIGNING
    ANEVALUATIONPROGRAMOFTHEKINDWEAREPROPOSING )NANUTSHELL THECURRENTSITUATION
    ISASFOLLOWS
    !LLOFTHETENGOALSOFEDUCATIONSTATEDABOVEARETOBEREGARDEDOFPRIMEIMPORTANCE
    IN EDUCATION OF HIGH QUALITY !NY EDUCATIONAL PROGRAM THAT NEGLECTS ANY OF THE
    GOALS IS TO BE REGARDED AS LESS THAN ADEQUATE ;4HE 4EN 1UALITY 'OALS ARE LISTED
    BELOW UNDER #ALIFORNIAS 0LAN WHICH LISTS 0ENNSYLVANIAS 4EN 1UALITY 'OALS AS
    THOSETOBEUSEDBY#ALIFORNIA ED=
    -EASURESOFPROGRESSTOWARDTHETENGOALSAREUNEQUALLYDEVELOPED3OMEAREMORE
    DEPENDABLE AND VALID THAN OTHERS &OR EXAMPLE TESTS OF READING COMPREHENSION
    ARE RELATIVELY WELL DEVELOPED AND REASONABLY WELL UNDERSTOOD WHILE TESTS OF
    SUCH QUALITIES AS SELF UNDERSTANDING AND TOLERANCE ARE LESS WELL DEVELOPED AND
    POORLYUNDERSTOOD
    .EVERTHELESS THEEVALUATIONOFPUPILPERFORMANCEINALLAREASISCRITICALLYIMPORTANT
    ASAMEANSOFKEEPINGEDUCATIONALPROGRAMSINBALANCE
    7ORK SHOULD THEREFORE BEGIN ON EVALUATING PROGRESS TOWARD ALL TEN GOALS TO THE
    EXTENTTHATTHISISPOSSIBLE
    7HERE THE AVAILABLE MEASURES ARE CLEARLY INADEQUATE INTENSIVE RESEARCH AND
    DEVELOPMENTSHOULDBEUNDERTAKENIMMEDIATELYTOBRINGTHEMTOTHEPOINTWHERE
    THEYCANHAVEFULLEFFECTINTHEEVALUATIONPROGRAM
    7HERE THE AVAILABLE MEASURES ARE ADEQUATE STUDIES SHOULD BE UNDERTAKEN
    IMMEDIATELY TO USE THESE MEASURES IN THE DEVELOPMENT OF APPROPRIATE CRITERIA
    FORASSESSINGSCHOOLPROGRAMS
    ),,5342!4)6%345$)%3
    $URING THE PAST YEAR WE CONDUCTED TWO STUDIES INVOLVING lVE SCHOOL SYSTEMS FOR THE
    FOLLOWING PURPOSES  TO IDENTIFY SPECIlCALLY THE PRACTICAL PROBLEMS THAT WOULD BE
    ENCOUNTERED IN STUDIES TO DEVELOP PERFORMANCE CRITERIA FOR SCHOOL PROGRAMS  TO SEE
    WHATUSABLEMEASURESMIGHTBEOBTAINEDFORMEASURINGTHEKINDSOFOUTPUTCALLEDFORBY



    !PPENDIX)6
    !n
    THETENPROPOSEDGOALSOFEDUCATION  TOSEEWHATUSABLEMEASURESMIGHTBEAVAILABLEFOR
    MEASURINGINPUTANDTHEVARIABLESTHATCONDITIONOUTPUT  TOSEEHOWTHESEVERALMEASURES
    MIGHTBERELATEDANDCOMBINEDTOPRODUCETHENECESSARYPERFORMANCECRITERIA
    4HE OUTCOMES OF THESE STUDIES SUGGEST  THAT GOOD COOPERATION CAN BE EXPECTED
    FROMTHESCHOOLSYSTEMSINCONDUCTINGSUCHSTUDIESINTHEFUTURE  THATRELIABLEMEASURES
    OF SOME ASPECT OF EACH OF THE TEN KINDS OF OUTPUT IMPLIED BY THE TEN GOALS IS POSSIBLE
     THAT THE VALIDITY OF MANY OF THE AVAILABLE MEASURES HOWEVER IS OPEN TO QUESTION
     THAT THERE ARE MANY MEASURES STILL TO BE DEVELOPED IF ALL THE MOST IMPORTANT ASPECTS
    OF EDUCATIONAL OUTPUT ARE TO BE EFFECTIVELY APPRAISED  THAT IT IS FEASIBLE TO EXPRESS
    PERFORMANCECRITERIAINAFORMWHICHTAKESINTOACCOUNTCONDITIONSUNDERWHICHSCHOOLS
    WORK AND WHICH AT THE SAME TIME CONSTITUTE A CHALLENGE TO THE MAJORITY OF SCHOOLS TO
    IMPROVETHEIRPROGRAMS
    4(%$%6%,/0-%.4!.$!00,)#!4)/./&0%2&/2-!.#%#2)4%2)!
    /UTOFTHEWORKOFTHETWOILLUSTRATIVESTUDIESADESIGNFORASTUDYTODEVELOPPERFORMANCE
    CRITERIAHASEMERGED)THASlVECHARACTERISTICSASFOLLOWS
    )TWOULDPROVIDEMULTIPLEPERFORMANCEOBJECTIVESFORSCHOOLSOFANYGIVENTYPE
    )TASSUMESTHATPUPILSATSEVENDIFFERENTGRADELEVELSWILLBETESTEDTWICE TWOYEARS
    APART lRST TOESTABLISHLEVELSOFINPUTANDSECOND TOESTABLISHLEVELSOFOUTPUT
    ;4HISWAS FORMANYYEARS THE.!%0SCHEDULE ED=
    )T ENVISAGES A TESTING PROGRAM WHICH CONSISTS OF A CORE PROGRAM MADE UP OF
    TESTS WHICH HAVE ALREADY BEEN PROVED TO BE DEPENDABLE AND AN EXPERIMENTAL
    PROGRAM MADE UP OF TESTS TO BE DEVELOPED TO A STATE OF DEPENDABILITY IN THE
    COURSEOFTHESTUDY
    )TWOULDBECARRIEDOUTONATENPERCENTSAMPLEOFTHESCHOOLSOFTHE#OMMONWEALTH
    ANDWOULDPROBABLYINVOLVEABOUT CLASSROOMSAND PUPILS;4HISIS
    THE.!%0SAMPLINGMETHODUSEDFORMANYYEARS ED=
    3500/24).'2%3%!2#(
    !T ALL STAGES OF THIS PLANNING STUDY IT HAS BECOME INCREASINGLY APPARENT TO US THAT ANY
    PROGRAMTOEVALUATETHEQUALITYOFEDUCATIONIN0ENNSYLVANIAWHICHWASUNACCOMPANIEDBY
    ASTRONGPROGRAMOFRESEARCHWOULDBESTERILE4WOKINDSOFRESEARCHAREESSENTIAL
    2ESEARCHSPECIALLYDESIGNEDTOINVENT DEVELOP ANDVALIDATETHEMEASURESNEEDED
    BYTHEEVALUATIONPROGRAMESPECIALLYMEASURESOFTHEKINDSOFEDUCATIONALOUTPUT
    ASSUMEDBYSUCHGOALSASSELF UNDERSTANDING TOLERANCE CITIZENSHIP ATTITUDETOWARD
    SCHOOLANDLEARNING ANDCREATIVITY
    2ESEARCHTOIDENTIFYTHOSEEDUCATIONALPROCESSESANDTHOSEMODIlABLECONDITIONS
    OFLEARNINGTHATHOLDTHEGREATESTPOSSIBILITIESFORIMPROVINGTHEEDUCATIONALOUTPUT
    INSCHOOLSOFVARYINGTYPES
    x4HE FOUR STUDIES WERE CONCERNED A WITH MEASURES OF THE WAYS CHILDREN THINK
    ANDSOLVEPROBLEMS B WITHTHETEST TAKINGMOTIVATIONOFSTUDENTSINCULTURALLYDEPRIVED
    AREAS C WITH THE MEASUREMENT OF CREATIVITY AND D WITH THE ATTITUDES OF PRIMARY
    SCHOOLPUPILSTOWARDSCHOOL
    7HATHAVETHESTUDIESSHOWN
    4HEYHAVESHOWNTHATORDINARYACHIEVEMENTTESTSLEAVEUNTOUCHEDMANYIMPORTANT
    INTELLECTUALQUALITIESOFSTUDENTS BUTTHATWITHACONCENTRATEDPROGRAMOFRESEARCH
    ITSHOULDBEPOSSIBLETODEVELOPMEASURESOFTHESEQUALITIES

    !n

    4HEY HAVE SHOWN THAT YOUNGSTERS FROM DISADVANTAGED BACKGROUNDS DO NOT
    USUALLY TRY AS HARD ON TESTS AS THEIR MORE FAVORED CLASSMATES BUT THAT THEY CAN
    BEMOTIVATEDTODOSO
    4HEY HAVE SHOWN THAT IT IS POSSIBLE TO GET A ROUGH MEASURE OF THE DEGREE TO
    WHICH STUDENTS BRING A CREATIVE APPROACH TO THE ARTS THE SCIENCES AND THE
    PROBLEMSOFHUMANRELATIONS
    4HEYHAVESHOWNHOWTHEATTITUDESOFPRIMARYSCHOOLCHILDRENTOWARDTHEIRTEACHERS
    THEIRSCHOOL THEIRCLASSMATESMAYBEDEVELOPINGANDHAVESUGGESTEDHOWIMPORTANT
    THESEATTITUDESCANBEINCONDITIONINGTHECHILDRENSFURTHEREDUCATION
    &INALLY THESE STUDIES HAVE SHOWN THAT MUCH MORE RESEARCH NEEDS TO BE DONE ON
    HOWTOASSESSTHEOUTPUTOFTHESCHOOLSANDHOWTODEVELOPPROCEDURESFORSTRENGTHENING
    THEIRPROGRAMS7EARECONVINCEDBYOURWORKTHISYEARTHATSUCHRESEARCHWILLBEFRUITFUL
    ANDSHOULDBEENERGETICALLYPURSUED
    2%#/--%.$!4)/.3
    'ENERALPOLICIES
     4HE EVALUATION PROGRAM SHOULD AVOID ANY SUGGESTION OF A POLICING OPERATION
    TO SEE WHERE SCHOOLS ARE MEETING MINIMUM REGULATIONS )T SHOULD ENCOURAGE
    NOT INHIBIT EXPERIMENTATION WITH A NEW CURRICULA B NEW ADMINISTRATIVE
    ARRANGEMENTS C NEWAPPROACHESTOINSTRUCTIONx
     4HE 3TATE "OARD OF %DUCATION SHOULD RELY UPON THE 3UPERINTENDENT OF 0UBLIC
    )NSTRUCTION FOR DEVELOPING AND EXECUTING THE EVALUATION PROGRAM IT BEING
    UNDERSTOOD HOWEVER THAT WHERE APPROPRIATE HE MAY DELEGATE PARTS OF THE
    WORK TO UNIVERSITIES OR TO OTHER COMPETENT AGENCIES OUTSIDE THE $EPARTMENT
    OF0UBLIC)NSTRUCTIONx
    0ROCEDURES 4HE FOLLOWING PROCEDURES ARE RECOMMENDED AS CONSTITUTING THE
    ESSENTIALSOFANEDUCATIONALEVALUATIONPROGRAMFORTHE#OMMONWEALTHx
     ! 'ENERAL 0ANEL OF 2EVIEW CONSISTING OF EDUCATORS BEHAVIORAL SCIENTISTS AND
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    ANDIMPROVEDMEANSOFASSESSINGPROGRESSTOWARDTHEGOALS
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    OF %XAMINERS DRAWN FROM THE 'ENERAL 0ANEL OF 2EVIEW WITH ADDITIONAL NUMBERS
    DRAWNFROMAMONGAPPROPRIATESPECIALISTSINEDUCATIONANDTHEBEHAVIORALSCIENCES
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    ANDTOADVISETHE'ENERAL0ANELOF2EVIEWREGARDINGTHEQUALITYOFTHETESTSAND
    MEASURESANDTHEMEANSFORTHEIRIMPROVEMENT
     !BROADPROGRAMOFRESEARCHSHOULDBEINITIATEDFORTHWITHFORTHEPURPOSEOFA
    IMPROVINGTHEEDUCATIONALOUTPUT ESPECIALLYTHOSETHATHAVETODOWITHTHEPERSONAL
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    LEARNING THAT WILL MAXIMIZE THE QUALITY OF EDUCATIONAL OUTPUT UNDER A VARIETY
    OF CIRCUMSTANCES 4HIS PROGRAM OF RESEARCH SHOULD TAKE FULL ADVANTAGE OF THE
    OUTCOMES OF SIMILAR RESEARCH BEING DONE ELSEWHERE BY ADAPTING THESE OUTCOMES
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     )N THOSE CASES WHERE A SCHOOL SYSTEM AFTER APPLYING THE APPROPRIATE CRITERIA
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    !PPENDIX)6
    !n
    LEARNINGWOULDBEMOSTLIKELYTOBRINGABOUTIMPROVEMENT

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    SOCIETY3ELF 5NDERSTANDING 
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    !PPENDIX6

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    !PPENDIX6
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    !PPENDIX6)
    !n
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    !PPENDIX6)
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    !n



    !PPENDIX6))
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    !PPENDIX6)))

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    !n

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    STUDYOFBEHAVIORWHICHSHOWTHATBEHAVIORALPROCESSESAREBASEDUPONEXACTPRINCIPLES)N
    APPLYINGTHESEPRINCIPLESTOTEACHING "ECKER %NGELMANN AND4HOMASSTATED
    4HEEXPERIMENTALSTUDYOFEVENTSTHATMAKELEARNINGHAPPENHASPRODUCEDCONSISTENT
    lNDINGSTHATCANPROVIDETHETEACHERWITHASYSTEMATICBASISFORDOINGHERJOB%VENTS
    OCCURRINGBEFOREANDAFTERACHILDMAKESARESPONSEHAVEBEENSHOWNTOBECRITICALIN
    DETERMINING WHEN AND WHERE THAT RESPONSE WILL OCCUR AGAIN %NVIRONMENTAL
    EVENTS THAT INFLUENCE RESPONDING ARE CALLED STIMULI ! TEACHER ACCOMPLISHES A
    TEACHING OBJECTIVE BY EFFECTIVELY ARRANGING THE OCCURRENCE OF STIMULUS EVENTS FOR
    THE CHILDTHAT IS BY CONTROLLING WHEN AND HOW SHE TALKS PRAISES SHOWS THINGS
    ANDPROMPTSRESPONSES
    4EACHINGISFURTHERDESCRIBEDASATHREE STEPPROCESS WRITTEN3 2 3
    3 4HETEACHERPRESENTSPRECEDINGSTIMULISIGNAL
    2 4HECHILDRESPONDS
    2 4HETEACHERPRESENTSFOLLOWINGSTIMULUSCONSEQUENCE
    4HIS-ODELFOR$IRECT4EACHINGCANBESHOWNTHUS
    30RECEDING3TIMULI 
    20UPIL2ESPONSE AND
    3#ONSEQUENT3TIMULI

    2EFERENCE  "ECKER %NGELMANN AND 4HOMAS 4EACHING ! #OURSE IN !PPLIED 0SYCHOLOGY
    3CIENCE2ESEARCH!SSOCIATES )NC#HICAGO  P
    $)34!22EADING -ASTERY IS BEING USED IN THE (OUSTON PUBLIC SCHOOLS AND IS BEING
    TOUTED AS THE MOST SUCCESSFUL CURRICULUM AROUND BY CONSERVATIVE GROUPS )T IS ALSO BEING
    PROMOTEDBYTHEMULTI NATIONALCORPORATIONSAND*OHN#HUBBWHOSUPPORTCHARTERSCHOOLS
    FORWORKFORCETRAINING

    *ANUARY -EMO
    4O3UPPORTERSOF$IRECT)NSTRUCTION
    &ROM#HARLOTTE)SERBYT

    &ORCES FOR #HANGE IN THE 0RIMARY 3CHOOLS  (IGH 3COPE 0RESS (IGH 3COPE %DUCATIONAL
    2ESEARCH&OUNDATION9PSILANTI -)  PPn IDENTIlES$OUGLAS#ARNINEASh$IRECTOR
    OF&OLLOW4HROUGH&4 $IRECT)NSTRUCTION-ODEL 5NIVERSITYOF/REGON $EPARTMENTOF3PECIAL
    %DUCATIONv 4HE &4 PROGRAM WAS A LONGITUDINAL EDUCATIONAL EXPERIMENT AIMED AT lNDING
    EFFECTIVEMETHODSFOREDUCATINGDISADVANTAGEDCHILDREN
    $OUG#ARNINES$EC LETTERTO-S%LLEN-ORAN 3TATEOF#ALIFORNIA #OMMISSION
    FOR THE %STABLISHMENT OF !CADEMIC #ONTENT AND 0ERFORMANCE 3TANDARDS IS WRITTEN ON THE



    !PPENDIX86))
    !n
    .ATIONAL#ENTERTO)MPROVETHE4OOLSOF%DUCATORSLETTERHEADWHICHALSOSAYSINlNEPRINTh4O
    ADDRESSTHE1UALITYOF4ECHNOLOGY -EDIAAND-ATERIALSFOR3TUDENTSWITH$IVERSE,EARNING
    .EEDS FUNDEDBYTHE53/FlCEOF3PECIAL%DUCATION0ROGRAMSv#ARNINESLETTERTO-ORAN
    STATEDTHAThTHE#ENTERISWORKINGCLOSELYWITHTHE6!$EPTOF%DUCATIONAND3TATE"OARDON
    ALIGNING THEIR STATE ASSESSMENT WITH THEIR STANDARDS AND IN DEVELOPING THEIR ACCOUNTABILITY
    SYSTEMx.#)4%ISALSOPREPARINGINFORMALASSESSMENTBENCHMARKSFORlRSTANDSECONDGRADE
    INMATHANDLANGUAGEARTSTHATSCHOOLSCANVOLUNTEERTOUSEBEFORETHEFORMALASSESSMENT
    BEGINSINGRADE/URCENTERISWILLINGTOMAKETHESEANDOTHERMATERIALSWEDEVELOPFOR
    6IRGINIAAVAILABLETOTHE#OMMISSIONWITHOUTCHARGEv
    $)34!22EADING -ASTERY IS BEING PROMOTED AS AN ALTERNATIVE TO 7HOLE ,ANGUAGE
    READINGINSTRUCTION%VENIFONEDOESNTOBJECTTO3KINNERIANBEHAVIORMODIlCATIONOPERANT
    CONDITIONINGANIMAL TRAINING BEING USED ON CHILDREN DOESNT IT MAKE SENSE TO QUESTION
    WHETHER ONE WANTS THEIR PERFECTLY NORMAL CHILDREN SUBJECTED TO A PROGRAM DESIGNED
    FOR DISADVANTAGED CHILDREN   OF STUDENTS  -ANY CRITICS OF 3KINNERIAN TRAINING
    PROGRAMSHAVEGONEEVENFURTHERANDSUGGESTEDTHATITWASUNETHICALTOUSEDISADVANTAGED
    CHILDREN FOR EXPERIMENTATION SUCH AS WAS DONE WITH THE h&OLLOW 4HROUGHv PROGRAM
    INTHELATESIXTIES
    ) HAVE BEFORE ME A STUDY ENTITLED %DUCATIONAL /UTCOMES AND )NDICATORS FOR 3TUDENTS
    #OMPLETING 3CHOOL FROM THE .ATIONAL #ENTER ON %DUCATIONAL /UTCOMES 4HE #OLLEGE OF
    %DUCATION 5NIVERSITY OF -INNESOTA IN COLLABORATION WITH 3T #LOUD 3TATE 5NIVERSITY AND
    .ATIONAL!SSOCIATIONOF3TATE$IRECTORSOF3PECIAL%DUCATION  WHICHSAYSh4HE.ATIONAL
    #ENTER ON %DUCATIONAL /UTCOMES .#%/ IS WORKING WITH FEDERAL AND STATE AGENCIES TO
    FACILITATEANDENHANCETHECOLLECTIONANDUSEOFDATAONEDUCATIONALOUTCOMESFORSTUDENTSWITH
    DISABILITIES)NDOINGSO ITHASTAKENANINCLUSIVEAPPROACH)DENTIFYINGACONCEPTUALMODELOF
    OUTCOMESTHATAPPLIESTO!,,STUDENTS NOTJUSTTOSTUDENTSWITHDISABILITIESv
    )S THIS WHAT THE hDELIBERATE DUMBING DOWNv OF !MERICA IS ALL ABOUT !LL CHILDREN
    ARE CONSIDERED TO HAVE DISABILITIES AND ARE CATEGORIZED AS SPECIAL EDUCATION !LL CHILDREN
    WILL HAVE AN INDIVIDUALIZED EDUCATION PLAN !LL CHILDREN WILL BE TAUGHT USING 3KINNERIAN
    BEHAVIORAL PSYCHOLOGY BE IT MASTERY LEARNING/"% OR $IRECT )NSTRUCTION$)34!22EADING
    -ASTERY
    !LTHOUGH THE %VALUATION OF &OLLOW 4HROUGH CITED SOME ACADEMIC AND SELF ESTEEM
    GAINS AT SOME SITES DUE TO THE USE OF THE $IRECT )NSTRUCTION MODEL IT WOULD HAVE BEEN
    VIRTUALLYIMPOSSIBLEFORTHESEGAINSNOTTOHAVEBEENMADECONSIDERINGTHEOPENCLASSROOM
    TOUCHY FEELYMODELSWITHWHICHITWASCOMPARED(ADTHE$IRECT)NSTRUCTIONMODELBEENIN
    COMPETITIONWITHAGOODTRADITIONALPHONICSPROGRAMNOTBASEDONANIMALPSYCHOLOGY ITIS
    MOSTUNLIKELYITWOULDHAVEBEENABLETOPOINTTOANYGAINSATALL!LSO THERESULTSOFTHE
    &OLLOW4HROUGHPROGRAMSHOULDBEQUESTIONEDASVALUABLETOOURSOCIETYASAWHOLESINCE
    THEYWEREBASED AGAIN ONTHERESULTSININNERCITYSCHOOLS7HYDIDNTTHOSEINVOLVEDREACH
    FORTHESTARSANDTRYTOlNDOUTWHATITWAS INOURMOSTACADEMICALLYORIENTEDSCHOOLS WITH
    HIGHTESTSCORES INMIDDLEINCOMECOMMUNITIES THATLEADTOSUCCESS ANDUSETHATMODELIN
    THEINNERCITYSCHOOLS)SNTITELITISTTOSUGGESTTHATLOWINCOME MINORITYCHILDRENWERENOT
    CAPABLEOFATTAININGTHESAMERESULTSASTHOSEOFTHEIRMOREADVANTAGEDCLASSMATESINOTHER
    PARTSOFTHECOUNTRY!NDISNTITINTERESTINGTHATTHEMODELFORTHEhDISADVANTAGEDvCHILDREN
    %NGELMANNS $IRECT )NSTRUCTION2EADING -ASTERY SEEMS TO HAVE BEEN SELECTED FOR !,,
    OUR CHILDREN AS THE MODEL FOR THE SCHOOLS OF THE ST #ENTURY PUBLICLY FUNDED CHARTER
    SCHOOLS RUNBYUNELECTEDDIRECTORS WHOSEPURPOSEWILLBETOhTRAINvOURCHILDRENHUMAN

    !n
    RESOURCES FORTHEGLOBALWORKFORCE
    )F THE ABOVE ANALYSIS IS ON TARGET AND THE DOCUMENTATION UNFORTUNATELY SEEMS TO
    POINT IN THAT DIRECTION IT IS A VERY VERY SAD DAY FOR !MERICAN EDUCATION OUR CHILDREN
    ANDOURNATION

    *ANUARY -EMO
    4O!CTIVISTSIN3TATES)MPLEMENTING$)34!22EADING-ASTERYUSING$OUG#ARNINEOF
    THEFEDERALLY FUNDEDNATIONAL#ENTERTO)MPROVETHE4OOLSOF%DUCATORS AS#ONSULTANTTO
    YOUR3TATE$EPTARTMENTOF%DUCATION
    &ROM#HARLOTTE)SERBYT
    2EGARDING$OUG#ARNINESWORKINYOUR3TATE0ROOFTHAT$IRECT)NSTRUCTION2EADING
    -ASTERYIS"&3KINNER2AT,ABEDUCATION
    !MSENDINGYOUTHEALERTS)HAVEBEENGETTINGOUTTHEPASTTWOWEEKS WHICHHAVEGONEONTO
    THE)NTERNET ANDWHICHYOUSHOULDHAVE IFYOUARENOTON LINE
    #ARNINEHASNOTRESPONDEDTOMYORIGINAL*ANUARY ALERT ALTHOUGHREQUESTED
    TODOSOBYOTHERSONTHE)NTERNET#ONSIDERINGTHEAMOUNTOFINFORMATIONWEHAVEONHIS
    CONNECTIONSWITH%NGELMANN FATHEROF$)34!22EADING-ASTERY DATINGBACKTWENTYYEARS IT
    ISNOSURPRISE%NGELMANN "ECKER #ARNINE ETC DONOTWISHTORESPOND
    4HOSEWHODONOTUNDERSTAND3KINNERIANBEHAVIORALPSYCHOLOGYANDITSUSEONINNOCENT
    CHILDREN ARE MAKING A VERY BIG MISTAKE SUPPORTING $)2EADING -ASTERY ) HAVE THE ENTIRE
    %#2)TEACHERTRAININGINWHICH%NGELMANNISREFERENCEDSEVERALTIMESABSOLUTELYNAUSEATING
    QUOTES )CANNOTlNDAWORDTOEXPRESSMYDISGUSTTHATSUCHADEHUMANIZINGMETHODCOULD
    BEUSEDONANYONE MUCHLESSCAPTIVECHILDRENINTHECLASSROOM)DONTCAREIFITISUSEDTO
    TEACHTHE4EN#OMMANDMENTS)TISSICK SICK SICK ANDOURGOODPEOPLEHADBETTERWAKEUP
    ANDSTOPEMBRACINGITSIMPLYBECAUSEITUSESINTENSIVEPHONICSINSTEADOF7HOLE,ANGUAGE
    (ITLERHADAPRETTYGOODSYSTEMGOINGFORHIM TOOHEUSEDTHISMETHODSODOTHE2USSIANS
    ) PERSONALLY CONSIDER MY TWO SONS TO BE MORE THAN hORGANISMSv ) PULLED THEM OUT OF A
    #HRISTIANSCHOOLTHATUSED-,FORTHESAMEREASONlFTEENYEARSAGO
    !FTERREADINGTHE%#2)TEACHERTRAINING)CANHONESTLYSAYTHAT)WOULDPREFERTOHAVE
    MYCHILDINA7HOLE,ANGUAGECLASS LEARNINGNOTHING THANA3KINNERIAN$)CLASS POSSIBLY
    LEARNINGBITSANDPIECESOFBASICSWHICHWILLNEVERTRANSFER ANDINWHICHMYCHILDSWHOLE
    BEING PERSONALITY ETCWILLBEDAMAGED PERHAPSFOREVER!ND)HAVEFOUGHT7HOLE,ANGUAGE
    EVERSINCEITARRIVEDONTHEHORIZON FOROVERTENYEARS)HAVEWRITTENABOUTIT/NEARTICLE
    WASEVENPUBLISHEDIN4HE#ONGRESSIONAL2ECORD)MENTIONTHISONLYTOCONVINCETHOSESTILL
    BELIEVING ) AM POSSIBLY PRO 7HOLE ,ANGUAGE THAT ) AM NOT ) SUPPORT TEACHING PHONICS
    WITH THE TEACHER IN FRONT OF THE CLASS LECTURING THE CHILDREN TEACHER INITIATED OR DRIVEN
    INSTRUCTIONOFBASICCONTENTMATERIALTRADITIONALEDUCATION #URRICULUMINSCRIPTFORMUSING
    OPERANTCONDITIONING IE0ROGRAMMED,EARNING BEIT%THNA2EIDS%#2)OR%NGELMANNS32!
    $)34!22EADING-ASTERY$IRECT)NSTRUCTION ISNOTTRADITIONALTEACHING
    7HEN !NN (ERZER A TEACHER COMPLAINED ABOUT GOING THROUGH THE %#2) TRAINING IN
    !RIZONA SHEWASABSOLUTELYCRUCIlED STRUNGUP ANDLEFTTHERETOBLEEDBYCONSERVATIVES
    AMONG OTHERS  3HE WAS ASKED BY THE TRAINER h$ONT YOU UNDERSTANDWERE TRAINING THE
    CHILDREN TO BE @PEOPLE PLEASERSv 9OU SHOULD SEE THE lLE ) HAVE OF LETTERS FROM DISTRAUGHT



    !PPENDIX86))
    !n
    PARENTS REPUTABLEDOCTORS PSYCHOLOGISTS ETCWHOCAMETO!NNSDEFENSEINOPPOSINGTHIS
    SICKPROGRAM9OUSHOULDSEETHELETTERSFROMPLAINMOMSABOUTTHEIRCHILDRENGETTINGSICK
    NERVOUS AILMENTS TICKS NIGHTMARES ETC !NN AND THE PARENTS WERE THREATENED WITH LEGAL
    REPRISALIFTHEYDIDNTSHUTUP!NNDIDNOTSHUTUP
    4HE53$EPARTMENTOF%DUCATIONHASDENIEDTHAT%#2)USESRATTRAININGALSODENIES
    THAT THERE WAS EVER AN %#2) TEACHER TRAINING MANUAL WHICH ) HAPPEN TO HOLD IN MY
    HAND RIGHT THIS MINUTE &ORTUNATELY A WONDERFUL !MERICAN TEACHER WHO WENT THROUGH
    THE TRAINING IN -AINE IN  GAVE ME THE MANUAL 7E WOULD NEVER HAVE HAD THE ENTIRE
    STORYWITHOUTHERHELP
    0LEASEGETONTHEBANDWAGONWITHYOUR'OVERNORS ,EGISLATURE 3TATE"OARDOF%DUCATION
    MEDIA ETC"UTMOSTOFALLWITHLOCALSCHOOLBOARDSANDPARENTS7ARNTHEM!NDDONTFORGET
    TOTELLTHEMTHATWHENWEHAVEEXPOSED$IRECT)NSTRUCTIONFORWHATITIS THECHANGEAGENTS
    WILLGIVEITANOTHERNAME'LOBALECONOMY MULTINATIONALCORPORATIONS ANDTHE5NITED.ATIONS
    MUSTHAVEONLYONEMETHODOFTRAINING ANDTHATIS3KINNER4HEOUTCOMESCANBECHANGED
    OVERNIGHTTHEMETHODCANNOT

    !PPENDIX86)))

    h!(UMAN2ESOURCES$EVELOPMENT0LANFORTHE5NITED3TATESv
    .!4)/.!,#%.4%2/.%$5#!4)/.!.$4(%%#/./-9
    C .ATIONAL#ENTERON%DUCATIONANDTHE%CONOMY
    !DDITIONAL#OPIESARE!VAILABLEFOREACH POSTPAIDFROMTHE
    .ATIONAL#ENTERON%DUCATIONANDTHE%CONOMY
    3TATE3TREET 3UITE
    2OCHESTER .9n
    nn
    &!8nn

    0REFACE
    4HE ADVENT OF THE #LINTON ADMINISTRATION CREATES A UNIQUE OPPORTUNITY FOR THE COUNTRY TO
    DEVELOP A TRULY NATIONAL SYSTEM FOR THE DEVELOPMENT OF ITS HUMAN RESOURCES SECOND TO
    NONEONTHEGLOBE4HE.ATIONAL#ENTERON%DUCATIONANDTHE%CONOMYANDITSPREDECESSOR
    ORGANIZATION THE #ARNEGIE &ORUM ON %DUCATION AND THE %CONOMY HAVE BEEN ELABORATING
    A NATIONAL AGENDA IN THIS ARENA OVER THE LAST EIGHT YEARS (ERE WE OUTLINE A SET OF
    RECOMMENDATIONS TO THE INCOMING #LINTON ADMINISTRATION IN THE AREA OF HUMAN RESOURCE
    DEVELOPMENT )T BUILDS DIRECTLY ON THE PROPOSALS THAT THE 0RESIDENT ELECT ADVANCED DURING
    THECAMPAIGN4HISREPORTISMAINLYTHEWORKOFASMALLGROUPOFPEOPLEWITHCLOSETIESTO
    THE.ATIONAL#ENTER4IM"ARNICLE $AVID"ARRAM -ICHAEL#OHEN $AVID(ASSELKORN $AVID
    (ORNBECK 3HIRLEY-ALCOM 2AY-ARSHALL 3USAN-C'UIRE (ILARY0ENNINGTON !NDY0LATTNER
    ,AUREN 2ESNICK $AVID 2OCKEFELLER *R "ETSY "ROWN 2UZZI 2OBERT 3CHWARTZ *OHN 3CULLEY
    -ARSHALL3MITH "ILL3PRINGANDMYSELF7HILEALLOFTHESEPEOPLEAREINGENERALAGREEMENT
    WITHWHATFOLLOWS THEYMAYNOTAGREEONTHEDETAILS
    -ARC4UCKER
    !n



    !PPENDIX86)))
    !n
    )NTRODUCTION
    4HEGREATOPPORTUNITYINFRONTOFTHECOUNTRYNOWISTOREMOLDTHEENTIRE!MERICANSYSTEMFOR
    HUMANRESOURCESDEVELOPMENT ALMOSTALLOFTHECURRENTCOMPONENTSOFWHICHWEREPUTIN
    PLACEBEFORE7ORLD7AR))4HENATURALCOURSEISTOTAKEEACHOFTHEIDEASTHATWEREADVANCED
    INTHECAMPAIGNINTHEAREAOFEDUCATIONANDTRAININGANDTRANSLATETHEMINDIVIDUALLYINTO
    LEGISLATIVE PROPOSALS "UT THAT WILL LEAD TO THESE PROGRAMS BEING GRAFTED ONTO THE PRESENT
    SYSTEM NOT TO A NEW SYSTEM AND THE OPPORTUNITY WILL HAVE BEEN LOST )F THIS SENSE OF
    TIMEANDPLACEISCORRECT ITISESSENTIALTHATTHENATIONSEFFORTSBEGUIDEDBYACONSISTENT
    VISION OF WHAT IT WANTS TO ACCOMPLISH IN THE lELD OF HUMAN RESOURCES DEVELOPMENT A
    VISION THAT CAN SHAPE THE ACTIONS NOT ONLY OF THE NEW ADMINISTRATION BUT OF MANY OTHERS
    OVERTHENEXTFEWYEARS
    7HATFOLLOWSCOMESINTWOPIECES
    &IRST A VISION OF THE KIND OF NATIONALNOT FEDERALHUMAN RESOURCES DEVELOPMENT SYSTEM
    THE NATION COULD HAVE 4HIS IS INTERWOVEN WITH A NEW APPROACH TO GOVERNING THAT SHOULD
    INFORM THAT VISION 7HAT IS ESSENTIAL IS THAT WE CREATE A SEAMLESS WEB OF OPPORTUNITIES TO
    DEVELOP ONES SKILLS THAT LITERALLY EXTENDS FROM CRADLE TO GRAVE AND IS THE SAME SYSTEM FOR
    EVERYONEYOUNG AND OLD POOR AND RICH WORKER AND FULL TIME STUDENT )T NEEDS TO BE A
    SYSTEM DRIVEN BY CLIENT NEEDS NOT AGENCY REGULATIONS OR THE NEEDS OF THE ORGANIZATIONS
    PROVIDING THE SERVICES GUIDED BY CLEAR STANDARDS THAT DElNE THE STAGES OF THE SYSTEM FOR
    THEPEOPLEWHOPROGRESSTHROUGHIT ANDREGULATEDONTHEBASISOFOUTCOMESTHATPROVIDERS
    PRODUCEFORTHEIRCLIENTS NOTINPUTSINTOTHESYSTEM
    3ECOND A PROPOSED LEGISLATIVE AGENDA THE NEW ADMINISTRATION AND THE #ONGRESS CAN USE
    TO IMPLEMENT THIS VISION 7E PROPOSE FOUR HIGH PRIORITY PACKAGES THAT WILL ENABLE THE
    FEDERALGOVERNMENTTOMOVEQUICKLY
     4HE lRST WOULD USE THE 0RESIDENT ELECTS PROPOSAL FOR AN APPRENTICESHIP SYSTEM AS THE
    KEYSTONE OF A STRATEGY FOR PUTTING A WHOLE NEW POSTSECONDARY TRAINING SYSTEM IN PLACE
    4HATSYSTEMWOULDINCORPORATEHISPROPOSALFORREFORMINGPOSTSECONDARYEDUCATIONlNANCE
    )T CONTAINS WHAT WE THINK IS A POWERFUL IDEA FOR ROLLING OUT AND SCALING UP THE WHOLE
    NEWHUMANRESOURCESSYSTEMNATIONWIDEOVERTHENEXTFOURYEARS USINGTHERENAMED
    APPRENTICESHIPIDEAASTHEENTERINGWEDGE
    4HESECONDWOULDCOMBINEINITIATIVESONDISLOCATEDWORKERS AREBUILTEMPLOYMENTSERVICE
    ANDANEWSYSTEMOFLABORMARKETBOARDSINASINGLEEMPLOYMENTSECURITYPROGRAMBUILT
    ONTHEBESTPRACTICESANYWHEREINTHEWORLD4HISISTHEBACKBONEOFASYSTEMFORASSURING
    ADULTWORKERSINOURSOCIETYTHATTHEYNEEDNEVERAGAINWATCHWITHDISMAYASTHEIRJOBS
    DISAPPEARANDTHEIRCHANCESOFEVERGETTINGAJOBAGAINGOWITHTHEM
    4HETHIRDWOULDCONCENTRATEONTHEOVERWHELMINGPROBLEMSOFOURINNERCITIES COMBINING
    ELEMENTS OF THE lRST AND SECOND PACKAGES INTO A SPECIAL PROGRAM TO GREATLY RAISE THE
    WORK RELATEDSKILLSOFTHEPEOPLETRAPPEDINTHECOREOFOURGREATCITIES

    !n
     4HE FOURTH WOULD ENABLE THE NEW ADMINISTRATION TO TAKE ADVANTAGE OF LEGISLATION ON
    WHICH #ONGRESS HAS ALREADY BEEN WORKING TO ADVANCE THE ELEMENTARY AND SECONDARY
    REFORMAGENDA
    4HE6ISION
    !N%CONOMIC3TRATEGY"ASEDON3KILL$EVELOPMENT

    4HE ECONOMYS STRENGTH IS DERIVED FROM A WHOLE POPULATION AS SKILLED AS ANY IN

    THE WORLD WORKING IN WORKPLACES ORGANIZED TO TAKE MAXIMUM ADVANTAGE OF THE
    SKILLSTHOSEPEOPLEHAVETOOFFER

    ! SEAMLESS SYSTEM OF UNENDING SKILL DEVELOPMENT THAT BEGINS IN THE HOME WITH
    THE VERY YOUNG AND CONTINUES THROUGH SCHOOL POSTSECONDARY EDUCATION AND THE
    WORKPLACE

    4HE3CHOOLS

    #LEAR NATIONAL STANDARDS OF PERFORMANCE IN GENERAL EDUCATION THE KNOWLEDGE AND

    SKILLSTHATEVERYONEISEXPECTEDTOHOLDINCOMMON ARESETTOTHELEVELOFTHEBEST
    ACHIEVING NATIONS IN THE WORLD FOR STUDENTS OF  AND PUBLIC SCHOOLS ARE EXPECTED
    TO BRING ALL BUT THE MOST SEVERELY HANDICAPPED UP TO THAT STANDARD 3TUDENTS GET A
    CERTIlCATEWHENTHEYMEETTHISSTANDARD ALLOWINGTHEMTOGOONTOTHENEXTSTAGEOF
    THEIREDUCATION4HOUGHTHESTANDARDSARESETTOINTERNATIONALBENCHMARKS THEYARE
    DISTINCTLY!MERICAN REmECTINGOURNEEDSANDVALUES

    7EHAVEANATIONALSYSTEMOFEDUCATIONINWHICHCURRICULUM PEDAGOGY EXAMINATIONS


    ANDTEACHEREDUCATIONANDLICENSURESYSTEMSAREALLLINKEDTOTHENATIONALSTANDARDS
    BUTWHICHPROVIDESFORSUBSTANTIALVARIATIONAMONGSTATES DISTRICTSANDSCHOOLSON
    THESE MATTERS 4HIS NEW SYSTEM OF LINKED STANDARDS CURRICULUM AND PEDAGOGY WILL
    ABANDONTHE!MERICANTRACKINGSYSTEM COMBININGHIGHACADEMICSTANDARDSWITHTHE
    ABILITYTOAPPLYWHATONEKNOWSTOREALWORLDPROBLEMSANDQUALIFYINGALLSTUDENTSFOR
    ALIFETIMEOFLEARNINGINTHEPOSTSECONDARYSYSTEMANDATWORK

    7E HAVE A SYSTEM THAT REWARDS STUDENTS WHO MEET THE NATIONAL STANDARDS WITH
    FURTHER EDUCATION AND GOOD JOBS PROVIDING THEM A STRONG INCENTIVE TO WORK
    HARDINSCHOOL

    /UR PUBLIC SCHOOL SYSTEMS ARE REORGANIZED TO FREE UP SCHOOL PROFESSIONALS TO MAKE

    THEKEYDECISIONSABOUTHOWTOUSEALLTHEAVAILABLERESOURCESTOBRINGSTUDENTSUP
    TOTHESTANDARDS-OSTOFTHEFEDERAL STATE DISTRICTANDUNIONRULESANDREGULATIONS
    THATNOWRESTRICTSCHOOLPROFESSIONALSABILITYTOMAKETHESEDECISIONSARESWEPTAWAY
    THOUGH STRONG MEASURES ARE IN PLACE TO MAKE SURE THAT VULNERABLE POPULATIONS GET
    THE HELP THEY NEED 3CHOOL PROFESSIONALS ARE PAID AT A LEVEL COMPARABLE TO THAT OF
    OTHERPROFESSIONALS BUTTHEYAREEXPECTEDTOPUTINAFULLYEARTOSPENDWHATEVERTIME



    !PPENDIX86)))
    !n
    ITTAKESTODOTHEJOBANDTOBEFULLYACCOUNTABLEFORTHERESULTSOFTHEIRWORK4HE
    FEDERAL STATEANDLOCALGOVERNMENTSPROVIDETHETIME STAFFDEVELOPMENTRESOURCES
    TECHNOLOGY AND OTHER SUPPORT NEEDED FOR THEM TO DO THE JOB .OTHING LESS THAN A
    WHOLLY RESTRUCTURED SCHOOL SYSTEM CAN POSSIBLY BRING ALL OF OUR STUDENTS UP TO A
    STANDARDONLYAFEWHAVEBEENEXPECTEDTOMEETUPTONOW

    4HEREISANAGGRESSIVEPROGRAMOFPUBLICCHOICEINOURSCHOOLS
    !LLSTUDENTSAREGUARANTEEDTHATTHEYWILLHAVEAFAIRSHOTATREACHINGTHESTANDARDS

    THATIS THATWHETHERTHEYMAKEITORNOTDEPENDSONLYONTHEEFFORTTHEYAREWILLINGTO
    MAKE!DETERMINEDEFFORTONTHEPARTOFTHEFEDERALGOVERNMENTWILLBEREQUIREDON
    THISPOINT3CHOOLDELIVERYSTANDARDSMAYBEREQUIRED)FSO THESESTANDARDSSHOULD
    HAVETHESAMESTATUSINTHESYSTEMASTHENEWSTUDENTPERFORMANCESTANDARDS BUTTHEY
    SHOULDBEFASHIONEDSOASNOTTOCONSTITUTEANEWBUREAUCRATICNIGHTMARE

    0OSTSECONDARY%DUCATIONAND7ORK3KILLS

    !LLSTUDENTSWHOMEETTHENEWNATIONALSTANDARDSFORGENERALEDUCATIONAREENTITLED

    TO THE EQUIVALENT OF THREE MORE YEARS OF FREE ADDITIONAL EDUCATION 7E WOULD HAVE
    THEFEDERALANDSTATEGOVERNMENTSMATCHFUNDSTOGUARANTEEONEFREEYEAROFCOLLEGE
    EDUCATIONTOEVERYONEWHOMEETSTHENEWNATIONALSTANDARDSFORGENERALEDUCATION
    THE AMOUNT OF THIS AWARD WOULD BE SET AT A STIPULATED MAXIMUM SO AS TO AVOID
    RUNAWAY CHARGES FOR COLLEGE TUITION  3O A STUDENT WHO MEETS THE STANDARD AT 
    WOULDBEENTITLEDTOTWOFREEYEARSOFHIGHSCHOOLANDONEOFCOLLEGE,OANS WHICH
    CANBEFORGIVENFORPUBLICSERVICE AREAVAILABLEFORADDITIONALEDUCATIONBEYONDTHAT
    .ATIONAL STANDARDS FOR SUB BACCALAUREATE COLLEGE LEVEL PROFESSIONAL AND TECHNICAL
    DEGREES AND CERTIlCATES WILL BE ESTABLISHED WITH THE PARTICIPATION OF EMPLOYERS
    LABORANDHIGHEREDUCATION4HESEPROGRAMSWILLINCLUDEBOTHACADEMICSTUDYAND
    STRUCTURED ON THE JOB TRAINING %IGHTY PERCENT OR MORE OF !MERICAN HIGH SCHOOL
    GRADUATESWILLBEEXPECTEDTOGETSOMEFORMOFCOLLEGEDEGREE THOUGHMOSTOFTHEM
    LESS THAN A BACCALAUREATE 4HESE NEW PROFESSIONAL AND TECHNICAL CERTIlCATES AND
    DEGREES TYPICALLY ARE WON WITHIN THREE YEARS OF ACQUIRING THE GENERAL EDUCATION
    CERTIlCATE SO FORMOSTPOSTSECONDARYSTUDENTS COLLEGEWILLBEFREE4HESEPROFESSIONAL
    AND TECHNICAL DEGREE PROGRAMS WILL BE DESIGNED TO LINK TO PROGRAMS LEADING TO
    THE BACCALAUREATE DEGREE AND HIGHER DEGREES 4HERE WILL BE NO DEAD ENDS IN THIS
    SYSTEM %VERYONE WHO MEETS THE GENERAL EDUCATION STANDARD WILL BE ABLE TO GO
    TO SOME FORM OF COLLEGE BEING ABLE TO BORROW ALL THE MONEY THEY NEED TO DO SO
    BEYONDTHElRSTFREEYEAR

    4HISIDEAOFPOST SECONDARYPROFESSIONALANDTECHNICALCERTIlCATESCAPTURESALLOFTHE
    ESSENTIALSOFTHEAPPRENTICESHIPIDEA WHILEOFFERINGNONEOFITSDRAWBACKSSEEBELOW 
    "UTITALSOMAKESITCLEARTHATTHOSEENGAGEDINAPPRENTICE STYLEPROGRAMSAREGETTING
    MORETHANNARROWTRAININGTHEYARECONTINUINGTHEIREDUCATIONFOROTHERPURPOSESAS
    WELL AND BUILDING A BASE FOR MORE EDUCATION LATER #LEARLY THIS IDEA REDElNES
    COLLEGE 0ROPRIETARY SCHOOLS EMPLOYERS AND COMMUNITY BASED ORGANIZATIONS
    WILL WANT TO OFFER THESE PROGRAMS AS WELL AS COMMUNITY COLLEGES AND FOUR YEAR

    !n
    INSTITUTIONS BUTTHESENEWENTRANTSWILLHAVETOBEACCREDITEDIFTHEYARETOQUALIFY
    TOOFFERTHEPROGRAMS

    %MPLOYERS ARE NOT REQUIRED TO PROVIDE SLOTS FOR THE STRUCTURED ON THE JOB TRAINING
    COMPONENT OF THE PROGRAM BUT MANY DO SO BECAUSE THEY GET lRST ACCESS TO THE
    MOSTACCOMPLISHEDGRADUATESOFTHESEPROGRAMSANDTHEYCANUSETHESEPROGRAMSTO
    INTRODUCETHETRAINEESTOTHEIROWNVALUESANDWAYOFDOINGTHINGS

    4HE SYSTEM OF SKILL STANDARDS FOR TECHNICAL AND PROFESSIONAL DEGREES IS THE SAME

    FOR STUDENTS JUST COMING OUT OF HIGH SCHOOL AND FOR ADULTS IN THE WORKFORCE )T IS
    PROGRESSIVE INTHESENSETHATCERTIlCATESANDDEGREESFORTHEENTRYLEVELJOBSLEADTO
    FURTHERPROFESSIONALANDTECHNICALEDUCATIONPROGRAMSATHIGHERLEVELS*USTASINTHE
    CASE OF THE SYSTEM FOR THE SCHOOLS THOUGH THE STANDARDS ARE THE SAME EVERYWHERE
    LEADING TO MAXIMUM MOBILITY FOR STUDENTS THE CURRICULA CAN VARY WIDELY AND
    PROGRAMSCANBECUSTOMDESIGNEDTOlTTHENEEDSOFFULL TIMEANDPART TIMESTUDENTS
    WITHVERYDIFFERENTREQUIREMENTS'OVERNMENTGRANTANDLOANPROGRAMSAREAVAILABLE
    ON THE SAME TERMS TO FULL TIME AND PART TIME STUDENTS AS LONG AS THE PROGRAMS IN
    WHICHTHEYAREENROLLEDAREDESIGNEDTOLEADTOCERTIlCATESANDDEGREESDElNEDBY
    THESYSTEMOFPROFESSIONALANDTECHNICALSTANDARDS

    4HENATIONALSYSTEMOFPROFESSIONALANDTECHNICALSTANDARDSISDESIGNEDMUCHLIKETHE

    MULTISTATEBAR WHICHPROVIDESANATIONALCOREAROUNDWHICHTHESTATESCANSPECIFY
    ADDITIONALSTANDARDSTHATMEETTHEIRUNIQUENEEDS4HEREARENATIONALSTANDARDSAND
    EXAMS FOR NO MORE THAN  BROAD OCCUPATIONAL AREAS EACH OF WHICH CAN LEAD TO
    MANY OCCUPATIONS IN A NUMBER OF RELATED INDUSTRIES 3TUDENTS WHO QUALIFY IN ANY
    ONEOFTHESEAREASHAVETHEBROADSKILLSREQUIREDBYAWHOLEFAMILYOFOCCUPATIONS
    AND MOST ARE SUFlCIENTLY SKILLED TO ENTER THE WORKFORCE IMMEDIATELY WITH FURTHER
    OCCUPATION SPECIFIC SKILLS PROVIDED BY THEIR UNION OR EMPLOYER )NDUSTRY AND
    OCCUPATIONAL GROUPS CAN VOLUNTARILY CREATE STANDARDS BUILDING ON THESE BROAD
    STANDARDSFORTHEIROWNNEEDS ASCANTHESTATES3TUDENTSENTERINGTHESYSTEMARElRST
    INTRODUCEDTOVERYBROADOCCUPATIONALGROUPS NARROWINGOVERTIMETOCONCENTRATEON
    ACQUIRINGTHESKILLSNEEDEDFORACLUSTEROFOCCUPATIONS4HISMODULARSYSTEMPROVIDES
    FORTHEINITIATIVEOFPARTICULARSTATESANDINDUSTRIESWHILEATTHESAMETIMEPROVIDING
    FORMOBILITYACROSSSTATESANDOCCUPATIONSBYREDUCINGTHETIMEANDCOSTENTAILEDIN
    MOVINGFROMONEOCCUPATIONTOANOTHER)NTHISWAY ABALANCEISESTABLISHEDBETWEEN
    THEKINDSOFGENERICSKILLSNEEDEDTOFUNCTIONEFFECTIVELYINHIGHPERFORMANCEWORK
    ORGANIZATIONSANDTHESKILLSNEEDEDTOCONTINUELEARNINGQUICKLYANDWELLTHROUGHA
    LIFETIMEOFWORK ONTHEONEHAND ANDTHESPECIlCSKILLSNEEDEDTOPERFORMATAHIGH
    LEVELINAPARTICULAROCCUPATIONONTHEOTHER

    )NSTITUTIONSRECEIVINGGRANTANDLOANFUNDSUNDERTHISSYSTEMAREREQUIREDTOPROVIDE

    INFORMATION TO THE PUBLIC AND TO GOVERNMENT AGENCIES IN A UNIFORM FORMAT 4HIS
    INFORMATION COVERS ENROLLMENT BY PROGRAM COSTS AND SUCCESS RATES FOR STUDENTS OF
    DIFFERENT BACKGROUNDS AND CHARACTERISTICS AND CAREER OUTCOMES FOR THOSE STUDENTS
    THEREBYENABLINGSTUDENTSTOMAKEINFORMEDCHOICESAMONGINSTITUTIONSBASEDONCOST
    AND PERFORMANCE ,OAN DEFAULTS ARE REDUCED TO A LEVEL CLOSE TO ZERO BOTH BECAUSE
    PROGRAMS THAT DO NOT DELIVER WHAT THEY PROMISE ARE NOT SELECTED BY PROSPECTIVE

    !n

    !PPENDIX86)))
    STUDENTSANDBECAUSETHENEWPOSTSECONDARYLOANSYSTEMUSESTHE)23TOCOLLECTWHAT
    ISOWEDFROMSALARIESANDWAGESASTHEYAREEARNED
    %DUCATIONAND4RAININGFOR%MPLOYEDAND5NEMPLOYED!DULTS

    4HE NATIONAL SYSTEM OF SKILLS STANDARDS ESTABLISHES THE BASIS FOR THE DEVELOPMENT

    OF A COHERENT UNIlED TRAINING SYSTEM 4HAT SYSTEM CAN BE ACCESSED BY STUDENTS
    COMING OUT OF HIGH SCHOOL EMPLOYED ADULTS WHO WANT TO IMPROVE THEIR PROSPECTS
    UNEMPLOYEDADULTSWHOAREDISLOCATEDANDOTHERSWHOLACKTHEBASICSKILLSREQUIRED
    TOGETOUTOFPOVERTY"UTITISALLTHESAMESYSTEM4HEREARENOLONGERANYPARTSOF
    IT THAT ARE EXCLUSIVELY FOR THE DISADVANTAGED THOUGH SPECIAL MEASURES ARE TAKEN TO
    MAKESURETHATTHEDISADVANTAGEDARESERVED)TISASYSTEMFOREVERYONE JUSTASALL
    THEPARTSOFTHESYSTEMALREADYDESCRIBEDAREFOREVERYONE3OTHEPEOPLEWHOTAKE
    ADVANTAGE OF THIS SYSTEM ARE NOT MARKED BY IT AS DAMAGED GOODS 4HE SKILLS THEY
    ACQUIREAREWORLDCLASS CLEARANDDElNEDINPARTBYTHEEMPLOYERSWHOWILLMAKE
    DECISIONSABOUTHIRINGANDADVANCEMENT

    4HE NEW GENERAL EDUCATION STANDARD BECOMES THE TARGET FOR ALL BASIC EDUCATION

    PROGRAMS BOTH FOR SCHOOL DROPOUTS AND ADULTS !CHIEVING THAT STANDARD IS THE
    PREREQUISITEFORENROLLMENTINALLPROFESSIONALANDTECHNICALDEGREEPROGRAMS!WIDE
    RANGE OF AGENCIES AND INSTITUTIONS OFFER PROGRAMS LEADING TO THE GENERAL EDUCATION
    CERTIlCATE INCLUDINGHIGHSCHOOLS DROPOUTRECOVERYCENTERS ADULTEDUCATIONCENTERS
    COMMUNITYCOLLEGES PRISONSANDEMPLOYERS4HESEPROGRAMSARETAILOREDTOTHENEEDS
    OF THE PEOPLE WHO ENROLL IN THEM !LL THE PROGRAMS RECEIVING GOVERNMENT GRANT OR
    LOANFUNDSTHATCOMEWITHDROPOUTSANDADULTSFORENROLLMENTINPROGRAMSPREPARING
    STUDENTSTOMEETTHEGENERALEDUCATIONSTANDARDMUSTRELEASETHESAMEKINDOFDATA
    REQUIREDOFTHEPOSTSECONDARYINSTITUTIONSONENROLLMENT PROGRAMDESCRIPTION COSTAND
    SUCCESSRATES2EPORTSAREPRODUCEDFOREACHINSTITUTIONANDFORTHESYSTEMASAWHOLE
    SHOWINGDIFFERENTSUCCESSRATESFOREACHMAJORDEMOGRAPHICGROUP

    4HE SYSTEM IS FUNDED IN FOUR DIFFERENT WAYS ALL PROVIDING ACCESS TO THE SAME OR A

    SIMILARSETOFSERVICES3CHOOLDROPOUTSBELOWTHEAGEOFAREENTITLEDTOTHESAME
    AMOUNT OF FUNDING FROM THE SAME SOURCES THAT THEY WOULD HAVE BEEN ENTITLED TO
    HADTHEYSTAYEDINSCHOOL$ISLOCATEDWORKERSAREFUNDEDBYTHEFEDERALGOVERNMENT
    THROUGHTHEFEDERALPROGRAMSFORTHATPURPOSEANDBYSTATEUNEMPLOYMENTINSURANCE
    FUNDS4HECHRONICALLYUNEMPLOYEDAREFUNDEDBYFEDERALANDSTATEFUNDSESTABLISHED
    FOR THAT PURPOSE %MPLOYED PEOPLE CAN ACCESS THE SYSTEM THROUGH THE REQUIREMENT
    THATTHEIREMPLOYERSSPENDANAMOUNTEQUALTOANDPERCENTOFTHEIRSALARYAND
    WAGEBILLONTRAININGLEADINGTONATIONALSKILLCERTIlCATION0EOPLEINPRISONCOULDGET
    REDUCTIONSINTHEIRSENTENCESBYMEETINGTHEGENERALEDUCATIONSTANDARDINAPROGRAM
    PROVIDEDBYTHEPRISONSYSTEM!NYOFTHESEGROUPSCANALSOUSETHEBALANCESINTHEIR
    GRANTENTITLEMENTORTHEIRACCESSTOTHESTUDENTLOANFUND

    ,ABOR-ARKET3YSTEMS

    4HE%MPLOYMENT3ERVICEISGREATLYUPGRADED ANDSEPARATEDFROMTHE5NEMPLOYMENT

    !n
    )NSURANCE &UND !LL AVAILABLE FRONT LINE JOBSWHETHER PUBLIC OR PRIVATEMUST BE
    LISTED IN IT BY LAW ;THIS PROVISION MUST BE CAREFULLY DESIGNED TO MAKE SURE THAT
    EMPLOYERS WILL NOT BE SUBJECT TO EMPLOYMENT SUITS BASED ON THE DATA PRODUCED BY
    THISSYSTEMIFTHEYARESUBJECTTOSUCHSUITS THEYWILLNOTPARTICIPATE=!LLTRAINEES
    INTHESYSTEMLOOKINGFORWORKAREENTITLEDTOBELISTEDINITWITHOUTAFEE3OITISNO
    LONGERASYSTEMJUSTFORTHEPOORANDUNSKILLED BUTFOREVERYONE4HESYSTEMISFULLY
    COMPUTERIZED)TLISTSNOTONLYJOBOPENINGSANDJOBSEEKERSWITHTHEIRQUALIlCATIONS
    BUTALSOALLTHEINSTITUTIONSINTHELABORMARKETAREAOFFERINGPROGRAMSLEADINGTOTHE
    GENERALEDUCATIONCERTIlCATEANDTHOSEOFFERINGPROGRAMSLEADINGTOTHEPROFESSIONAL
    AND TECHNICAL COLLEGE DEGREES AND CERTIlCATES ALONG WITH ALL THE RELEVANT DATA
    ABOUT THE COSTS CHARACTERISTICS AND PERFORMANCE OF THOSE PROGRAMSFOR EVERYONE
    AND FOR SPECIAL POPULATIONS #OUNSELORS ARE AVAILABLE TO ANY CITIZEN TO HELP THEM
    ASSESS THEIR NEEDS PLAN A PROGRAM AND lNANCE IT AND ONCE THEY ARE TRAINED
    TOLOCATEAVAILABLEJOBS

    ! SYSTEM OF LABOR MARKET BOARDS IS ESTABLISHED AT THE LOCAL STATE AND FEDERAL

    LEVELS TO COORDINATE THE SYSTEMS FOR JOB TRAINING POSTSECONDARY PROFESSIONAL AND
    TECHNICALEDUCATION ADULTBASICEDUCATION JOBMATCHINGANDCOUNSELING4HEREBUILT
    %MPLOYMENT 3ERVICE IS SUPERVISED BY THESE BOARDS 4HE SYSTEMS CLIENTS NO LONGER
    HAVE TO GO FROM AGENCY TO AGENCY lLLING OUT SEPARATE APPLICATIONS FOR SEPARATE
    PROGRAMS)TISALLTAKENCAREOFATTHELOCALLABORMARKETBOARDOFlCEBYONECOUNSELOR
    ACCESSING THE INTEGRATED COMPUTER BASED PROGRAM WHICH MAKES IT POSSIBLE FOR THE
    COUNSELORTODETERMINEELIGIBILITYFORALLRELEVANTPROGRAMSATONCE PLANAPROGRAM
    WITHTHECLIENTANDASSEMBLETHENECESSARYFUNDINGFROMALLTHEAVAILABLESOURCES4HE
    SAMESYSTEMWILLENABLECOUNSELORANDCLIENTTOARRAYALLTHERELEVANTPROGRAMPROVIDERS
    SIDEBYSIDE ASSESSTHEIRRELATIVECOSTSANDPERFORMANCERECORDSANDDETERMINEWHICH
    PROVIDERSAREBESTABLETOMEETTHECLIENTSNEEDSBASEDONPERFORMANCE

    3OME#OMMON&EATURES

    4HROUGHOUT THEOBJECTISTOHAVEAPERFORMANCE ANDCLIENT ORIENTEDSYSTEMANDTO

    ENCOURAGELOCALCREATIVITYANDRESPONSIBILITYBYGETTINGLOCALPEOPLETOCOMMITTOHIGH
    GOALSANDORGANIZETOACHIEVETHEM SWEEPINGAWAYASMUCHOFTHERULES REGULATIONS
    AND BUREAUCRACY THAT ARE IN THEIR WAY AS POSSIBLE PROVIDED THAT THEY ARE MAKING
    REAL PROGRESS AGAINST THEIR GOALS &OR THIS TO WORK THE STANDARDS AT EVERY LEVEL OF
    THESYSTEMHAVETOBECLEAREVERYCLIENTHASTOKNOWWHATTHEYHAVETOACCOMPLISH
    INORDERTOGETWHATTHEYWANTOUTOFTHESYSTEM4HESERVICEPROVIDERSHAVETOBE
    SUPPORTED IN THE TASK OF GETTING THEIR CLIENTS TO THE lNISH LINE AND REWARDED WHEN
    THEYAREMAKINGREALPROGRESSTOWARDTHATGOAL7EWOULDSWEEPAWAYMEANS TESTED
    PROGRAMS BECAUSETHEYSTIGMATIZETHEIRRECIPIENTSANDALIENATETHEPUBLIC REPLACING
    THEMWITHPROGRAMSTHATAREFOREVERYONE BUTALSOWORKFORTHEDISADVANTAGED7E
    WOULDREPLACERULESDElNINGINPUTSWITHRULESDElNINGOUTCOMESANDTHEREWARDSFOR
    ACHIEVINGTHEM4HISMEANS AMONGOTHERTHINGS PERMITTINGLOCALPEOPLETOCOMBINE
    MANYFEDERALPROGRAMSASTHEYSEElT PROVIDEDTHATTHEINTENDEDBENElCIARIESARE
    PROGRESSING TOWARD THE RIGHT OUTCOMES 7E WOULD MAKE INDIVIDUALS THEIR FAMILIES



    !PPENDIX86)))
    !n
    AND WHOLE COMMUNITIES THE UNIT OF SERVICE NOT AGENCIES PROGRAMS AND PROJECTS
    7HEREVERPOSSIBLE WEWOULDHAVESERVICEPROVIDERSCOMPETEWITHONEANOTHERFOR
    FUNDS THAT COME WITH THE CLIENT IN AN ENVIRONMENT IN WHICH THE CLIENT HAS GOOD
    INFORMATIONABOUTTHECOSTANDPERFORMANCERECORDOFTHECOMPETINGPROVIDERS$EALING
    WITHPUBLICAGENCIESWHETHERTHEYARESCHOOLSORTHEEMPLOYMENTSERVICESHOULDBE
    MORELIKEDEALINGWITH&EDERAL%XPRESSTHANWITHTHEOLD0OST/FlCE
    !N!GENDAFORTHE&EDERAL'OVERNMENT
    'OVERNMENT AT EVERY LEVEL HAS AN ENORMOUS POTENTIAL FOR AFFECTING A NATIONS HUMAN
    CAPACITYFROM THE RESOURCES IT PROVIDES TO NOURISH PREGNANT WOMEN TO THE INCENTIVES IT
    PROVIDESTOEMPLOYERSTOINVESTINTHESKILLDEVELOPMENTOFTHEIREMPLOYEES)NTHISSECTIONWE
    CONCENTRATEONTHEROLETHEFEDERALGOVERNMENTCANPLAYANDLARGELYRESTRICTOURlELDOFVISION
    TOELEMENTARYANDSECONDARYEDUCATION JOBTRAININGANDLABORMARKETPOLICY
    %VERYTHING THAT FOLLOWS IS CAST IN THE FRAME OF STRATEGIES FOR BRINGING THE NEW SYSTEM
    DESCRIBED IN THE PRECEDING SECTION INTO BEING NOT AS A PILOT PROGRAM NOT AS A FEW
    DEMONSTRATIONS TO BE SWEPT ASIDE IN ANOTHER ADMINISTRATION BUT EVERYWHERE AS THE NEW
    WAYOFDOINGBUSINESS
    4HEPRECEDINGSECTIONPRESENTEDAVISIONOFTHESYSTEMWEHAVEINMINDCHRONOLOGICALLY
    FROM THE POINT OF VIEW OF AN INDIVIDUAL SERVED BY IT (ERE WE REVERSE THE ORDER STARTING
    WITH A DESCRIPTION OF PROGRAM COMPONENTS DESIGNED TO SERVE ADULTS AND WORKING OUR
    WAYDOWNTOTHEVERYYOUNG
    (IGH3KILLSFOR%CONOMICCOMPETITIVENESS0ROGRAM
    $EVELOPING3YSTEM3TANDARDS

    #REATE A .ATIONAL "OARD FOR 0ROFESSIONAL AND 4ECHNICAL 3TANDARDS 4HE "OARD IS A

    PRIVATENOT FOR PROlTCHARTEREDBY#ONGRESS)TSCHARTERSPECIlESBROADMEMBERSHIP


    COMPOSED OF LEADING lGURES FROM HIGHER EDUCATION BUSINESS LABOR GOVERNMENT
    AND ADVOCACY GROUPS 4HE "OARD CAN RECEIVE APPROPRIATED FUNDS FROM #ONGRESS
    PRIVATEFOUNDATIONS INDIVIDUALSANDCORPORATIONS.EITHER#ONGRESSNORTHEEXECUTIVE
    BRANCH CAN DICTATE THE STANDARDS SET BY THE "OARD "UT THE "OARD IS REQUIRED TO
    REPORT ANNUALLY TO THE 0RESIDENT AND THE #ONGRESS IN ORDER TO PROVIDE FOR PUBLIC
    ACCOUNTABILITY )T IS ALSO DIRECTED TO WORK COLLABORATIVELY WITH THE STATES AND CITIES
    INVOLVEDINTHE#OLLABORATIVE$ESIGNAND$EVELOPMENT0ROGRAMSEEBELOW INTHE
    DEVELOPMENTOFTHESTANDARDS

    #HARTERSPECIlESTHATTHE.ATIONAL"OARDWILLSETBROADPERFORMANCESTANDARDSNOT
    TIME IN THE SEAT STANDARDS OR COURSE STANDARDS FOR POSTSECONDARY 0ROFESSIONAL AND
    4ECHNICAL CERTIlCATES AND DEGREES AT THE SUB BACCALAUREATE LEVEL IN NOT MORE THAN
    AREASANDDEVELOPSPERFORMANCEEXAMINATIONSFOREACH4HE"OARDISREQUIREDTO

    !n
    SETBROADSTANDARDSOFTHEKINDDESCRIBEDINTHEVISIONSTATEMENTABOVE ANDISNOT
    PERMITTEDTOSIMPLYREIFYTHENARROWSTANDARDSTHATCHARACTERIZEMANYOCCUPATIONS
    NOWMORETHAN STANDARDSCURRENTLYEXIST MANY FORLICENSEDOCCUPATIONSTHESE
    ARENOTTHEKINDSOFSTANDARDSWEHAVEINMIND )TALSOSPECIlESTHATTHEPROGRAMS
    LEADING TO THESE CERTIlCATES AND DEGREES WILL COMBINE TIME IN THE CLASSROOM WITH
    TIMEATTHEWORK SITEINSTRUCTUREDON THE JOBTRAINING4HE"OARDISRESPONSIBLEFOR
    ADMINISTERINGTHEEXAMSYSTEMANDCONTINUALLYUPDATINGTHESTANDARDSANDEXAMS
    4HE STANDARDS ASSUME THE EXISTENCE OF PREREQUISITE WORLD CLASS GENERAL EDUCATION
    STANDARDS SET BY THE .ATIONAL "OARD FOR 3TUDENT !CHIEVEMENT 3TANDARDS DESCRIBED
    BELOW4HENEWSTANDARDSANDEXAMSAREMEANTTOBESUPPLEMENTEDFORPARTICULAR
    OCCUPATIONSBYTHESTATESANDBYINDIVIDUALINDUSTRIESANDOCCUPATIONALGROUPS WITH
    SUPPORTFROMTHE.ATIONAL"OARD

    ,EGISLATIONCREATINGTHE"OARDISSENTTOTHE#ONGRESSINTHElRSTSIXMONTHSOFTHE

    ADMINISTRATION IMPOSINGADEADLINEFORCREATINGTHESTANDARDSANDTHEEXAMSWITHIN
    THREEYEARSOFPASSAGEOFTHELEGISLATION

    #OMMENTARY
    4HEPROPOSALREFRAMESTHE#LINTONAPPRENTICESHIPPROPOSALASACOLLEGEPROGRAMAND
    ESTABLISHES A MECHANISM FOR SETTING THE STANDARDS FOR THE PROGRAM 4HE UNIONS ARE
    VERY CONCERNED THAT THE NEW APPRENTICESHIPS WILL BE CONFUSED WITH THE ESTABLISHED
    REGISTEREDAPPRENTICESHIPS&OCUSGROUPSCONDUCTEDBY*OBSFORTHE&UTUREANDOTHERS
    SHOWTHATPARENTSEVERYWHEREWANTTHEIRKIDSTOGOTOCOLLEGE NOTTOBESHUNTEDASIDE
    INTOANON COLLEGEAPPRENTICESHIPhVOCATIONALvPROGRAM"YREQUIRINGTHESEPROGRAMS
    TO BE A COMBINATION OF CLASSROOM INSTRUCTION AND STRUCTURED /*4 AND CREATING A
    STANDARD SETTING BOARD THAT INCLUDES EMPLOYERS AND LABOR ALL THE OBJECTIVES OF THE
    APPRENTICESHIP IDEA ARE ACHIEVED WHILE AT THE SAME ;TIME= ASSURING MUCH BROADER
    SUPPORT FOR THE IDEA AS WELL AS A GUARANTEE THAT THE PROGRAM WILL NOT BECOME TOO
    NARROWLY;FOCUSSED=ONPARTICULAROCCUPATIONS)TALSOTIESTHE#LINTONAPPRENTICESHIP
    IDEA TO THE #LINTON COLLEGE FUNDING PROPOSAL IN A SEAMLESS WEB #HARGING THE "OARD
    WITHCREATINGNOT MORE THAN  CERTIlCATE OR DEGREE CATEGORIES ESTABLISHES A BALANCE
    BETWEENTHENEEDTOCREATEONENATIONALSYSTEMONTHEONEHANDWITHTHENEEDTOAVOID
    CREATING A CUMBERSOME AND RIGID NATIONAL BUREAUCRACY ON THE OTHER 4HIS APPROACH
    PROVIDESLOTSOFLATITUDEFORINDIVIDUALINDUSTRYGROUPS PROFESSIONALGROUPSANDSTATE
    AUTHORITIESTOESTABLISHTHEIROWNSTANDARDS WHILEATTHESAMETIMEAVOIDINGTHECHAOS
    THATWOULDSURELYRESULTIFTHEYWERETHEONLYSOURCEOFSTANDARDS4HEBILLESTABLISHING
    THE "OARD SHOULD ALSO AUTHORIZE THE EXECUTIVE BRANCH TO MAKE GRANTS TO INDUSTRY
    GROUPS PROFESSIONAL SOCIETIES OCCUPATIONAL GROUPS AND STATES TO DEVELOP THEIR OWN
    STANDARDS AND EXAMS /UR ASSUMPTION IS THAT THE SYSTEM WE ARE PROPOSING WILL BE
    MANAGEDSOASTOENCOURAGETHESTATESTOCOMBINETHELASTTWOYEARSOFHIGHSCHOOLAND
    THE lRST TWO YEARS OF COMMUNITY COLLEGE INTO THREE YEAR PROGRAMS LEADING TO COLLEGE
    DEGREES AND CERTIlCATES 0ROPRIETARY INSTITUTIONS EMPLOYERS AND COMMUNITY BASED
    ORGANIZATIONSCOULDALSOOFFERTHESEPROGRAMS BUTTHEYWOULDHAVETOBEACCREDITEDTO
    OFFERTHESECOLLEGE LEVELPROGRAMS%VENTUALLY STUDENTSGETTINGTHEIRGENERALEDUCATION
    CERTIlCATESMIGHTGODIRECTLYTOCOMMUNITYCOLLEGEORTOANOTHERFORMOFCOLLEGE BUT

    !n

    !PPENDIX86)))
    THENEWSYSTEMSHOULDNOTREQUIRETHAT
    #OLLABORATIVE$ESIGNAND$EVELOPMENT0ROGRAM
    4HEOBJECTISTOCREATEASINGLECOMPREHENSIVESYSTEMFORPROFESSIONALANDTECHNICALEDUCATION
    THAT MEETS THE REQUIREMENTS OF EVERYONE FROM HIGH SCHOOL STUDENTS TO SKILLED DISLOCATED
    WORKERS FROM THE HARD CORE UNEMPLOYED TO EMPLOYED ADULTS WHO WANT TO IMPROVE THEIR
    PROSPECTS#REATINGSUCHASYSTEMMEANSSWEEPINGASIDECOUNTLESSPROGRAMS BUILDINGNEW
    ONES COMBININGFUNDINGAUTHORITIES CHANGINGDEEPLYEMBEDDEDINSTITUTIONALSTRUCTURES AND
    SOON4HEQUESTIONISHOWTOGETFROMWHEREWEARETOWHEREWEWANTTOBE4RYINGTORAM
    IT DOWN EVERYONES THROAT WOULD ENGENDER OVERWHELMING OPPOSITION /UR IDEA IS TO DRAFT
    LEGISLATIONTHATWOULDOFFERANOPPORTUNITYFORTHOSESTATESANDSELECTEDLARGECITIESTHATARE
    EXCITEDABOUTTHISSETOFIDEASTOCOMEFORWARDANDJOINWITHEACHOTHERANDWITHTHEFEDERAL
    GOVERNMENTINANALLIANCETODOTHENECESSARYDESIGNWORKANDACTUALLYDELIVERTHENEEDED
    SERVICES ON A FAST TRACK 4HE LEGISLATION WOULD REQUIRE THE EXECUTIVE BRANCH TO ESTABLISH A
    COMPETITIVEGRANTPROGRAMFORTHESESTATESANDCITIESANDTOENGAGEAGROUPOFORGANIZATIONS
    TOOFFERTECHNICALASSISTANCETOTHEEXPANDINGSETOFSTATESANDCITIESENGAGEDINDESIGNING
    AND IMPLEMENTING THE NEW SYSTEM 4HIS IS NOT THE USUAL LARGE SCALE EXPERIMENT NOR IS IT
    A DEMONSTRATION PROGRAM BUT A HIGHLY REGARDED PRECEDENT EXISTS FOR THIS APPROACH IN THE
    .ATIONAL 3CIENCE &OUNDATIONS 33) PROGRAM !S SOON AS THE lRST SET OF STATES IS ENGAGED
    ANOTHERSETWOULDBEINVITEDTOPARTICIPATE UNTILMOSTORALLOFTHESTATESAREINVOLVED)TISA
    COLLABORATIVEDESIGN ROLLOUTANDSCALE UPPROGRAM)TISINTENDEDTOPARALLELTHEWORKOFTHE
    .ATIONAL"OARDFOR0ROFESSIONALAND4ECHNICAL3TANDARDS SOTHATTHESTATESANDCITIESAND
    ALLTHEIRPARTNERS WOULDBEABLETOIMPLEMENTTHENEWSTANDARDSASSOON;AS=THEYBECOME
    AVAILABLE ALTHOUGHTHEYWOULDBEDELIVERINGSERVICESONALARGESCALEBEFORETHATHAPPENED
    4HUS MAJOR PARTS OF THE WHOLE SYSTEM WOULD BE IN OPERATION IN A MAJORITY OF THE STATES
    WITHINTHREEYEARSFROMTHEPASSAGEOFTHEINITIALLEGISLATION)NCLUSIONOFSELECTEDLARGECITIES
    IN THIS DESIGN IS NOT AN AFTERTHOUGHT 7E BELIEVE THAT WHAT WE ARE PROPOSING HERE FOR THE
    CITIES IS THE NECESSARY COMPLEMENT TO A LARGE SCALE JOB CREATION PROGRAM FOR THE CITIES
    3KILL DEVELOPMENT WILL NOT WORK IF THERE ARE NO JOBS BUT JOB DEVELOPMENT WILL NOT WORK
    WITHOUT A DETERMINED EFFORT TO IMPROVE THE SKILLS OF CITY RESIDENTS 4HIS IS THE SKILLS
    DEVELOPMENTCOMPONENT

    0ARTICIPANTS
    6OLUNTEERSTATES COUNTERPARTINITIATIVEFORCITIES
     STATES  CITIES SELECTED TO BEGIN IN THE FIRST YEAR  MORE IN EACH
    SUCCESSIVEYEAR
    YEARGRANTSONTHEORDEROFMILLIONPERYEARTOEACHSTATE LOWERAMOUNTS
    TOTHECITIES GIVENTOEACH WITHSPECIlCGOALSTOBEACHIEVEDBYTHETHIRDYEAR
    INCLUDINGPROGRAMELEMENTSINPLACEEG UPGRADEDEMPLOYMENTSERVICE NUMBER
    OFPEOPLEENROLLEDINNEWPROFESSIONALANDTECHNICALPROGRAMS ANDSOON;=

    #RITERIAFOR3ELECTION

    !n
    !CORESETOF(IGH0ERFORMANCE7ORK/RGANIZATIONlRMSWILLINGTOPARTICIPATEIN
    STANDARDSETTINGANDTOOFFERTRAININGSLOTSANDMENTORS
    3TRATEGIES FOR ENRICHING EXISTING COOP ED TECH PREP OTHER PROGRAMS TO MEET
    THECRITERIA
    #OMMITMENTTOIMPLEMENTINGNEWGENERALEDUCATIONSTANDARDINLEGISLATION
    #OMMITMENT TO IMPLEMENTING THE NEW 4ECHNICAL AND 0ROFESSIONAL SKILLS
    STANDARDSFORCOLLEGE
    #OMMITMENT TO DEVELOPING AN OUTCOME AND PERFORMANCE BASED SYSTEM FOR
    HUMANRESOURCESDEVELOPMENT
    #OMMITMENTTONEWROLEFOREMPLOYMENTSERVICE
    #OMMITMENTTOJOINWITHOTHERSINNATIONALDESIGNANDIMPLEMENTATION
    ACTIVITY

    #LIENTS
    9OUNGADULTSENTERINGWORKFORCE
    $ISLOCATEDWORKERS
    ,ONGTERMUNEMPLOYED
    %MPLOYEDWHOWANTTOUPGRADESKILLS

    0ROGRAM#OMPONENTS
    )NSTITUTEOWNVERSIONOFSTATEANDLOCALLABORMARKETBOARDS,OCALLABORMARKET
    BOARDSTOINVOLVELEADINGEMPLOYERS LABORREPRESENTATIVES EDUCATORSANDADVOCACY
    GROUP LEADERS IN RUNNING THE REDESIGNED EMPLOYMENT SERVICE RUNNING INTAKE
    SYSTEM FOR ALL CLIENTS COUNSELING ALL CLIENTS MAINTAINING THE INFORMATION SYSTEM
    THATWILLMAKETHEVENDORMARKETEFlCIENTANDORGANIZINGEMPLOYERSTOPROVIDEJOB
    EXPERIENCEANDTRAININGSLOTSFORSCHOOLYOUTHANDADULTTRAINEES
    2EBUILDEMPLOYMENTSERVICEASAPRIMARYFUNCTIONOFLABORMARKETBOARDS
    $EVELOP PROGRAMS TO BRING DROPOUTS AND ILLITERATE UP TO GENERAL EDUCATION
    CERTIlCATE STANDARD /RGANIZE LOCAL ALTERNATIVE PROVIDERS AND lRMS TO PROVIDE
    ALTERNATIVE EDUCATION COUNSELING JOB EXPERIENCE AND PLACEMENT SERVICES TO
    THESECLIENTS
    $EVELOP PROGRAMS FOR DISLOCATED WORKERS AND HARD CORE UNEMPLOYED SEE
    BELOW 

    !n

    !PPENDIX86)))
    $EVELOPCITY ANDSTATE WIDEPROGRAMSTOCOMBINETHELASTTWOYEARSOFHIGHSCHOOL
    ANDTHElRSTTWOYEARSOFCOLLEGEINTOTHREEYEARPROGRAMSAFTERACQUISITIONOFTHE
    GENERALEDUCATIONCERTIlCATETOCULMINATEINCOLLEGECERTIlCATESANDDEGREES4HESE
    PROGRAMSSHOULDCOMBINEACADEMICSANDSTRUCTUREDON THE JOBTRAINING
    $EVELOP UNIFORM REPORTING SYSTEM FOR PROVIDERS REQUIRING THEM TO PROVIDE
    INFORMATION IN THAT FORMAT ON CHARACTERISTICS OF CLIENTS THEIR SUCCESS RATES BY
    PROGRAM AND THE COSTS OF THOSE PROGRAMS $EVELOP COMPUTER BASED SYSTEM FOR
    COMBININGTHISDATAATLOCALLABORMARKETBOARDOFlCESWITHEMPLOYMENTDATAFROM
    ;THE=STATESOTHATCOUNSELORSANDCLIENTSCANLOOKATPROGRAMSOFFEREDBYCOLLEGES
    AND OTHER VENDORS IN TERMS OF COST CLIENT CHARACTERISTICS PROGRAM DESIGN AND
    OUTCOMES INCLUDINGSUBSEQUENTEMPLOYMENTHISTORIESFORGRADUATES
    $ESIGN ALL PROGRAMS AROUND THE FORTHCOMING GENERAL EDUCATION STANDARDS
    AND THE STANDARDS TO BE DEVELOPED BY THE .ATIONAL "OARD FOR 0ROFESSIONAL AND
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    0ARTICIPATE WITH OTHER STATES AND THE NATIONAL TECHNICAL ASSISTANCE PROGRAM
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    .ATIONAL4ECHNICAL!SSISTANCETO0ARTICIPANTS
    %XECUTIVEBRANCHAUTHORIZEDTOCOMPETE;FOR=OPPORTUNITYTOPROVIDETHEFOLLOWING
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    !NUMBEROFORGANIZATIONSWOULDBEFUNDED%ACHWOULDBEEXPECTEDTOPROVIDE
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    )TISESSENTIALTHATTHETECHNICALASSISTANCEFUNCTIONINCLUDEAMAJORPROFESSIONAL
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    WHOM SUCCESS DEPENDS HAVE THE RESOURCES AVAILABLE TO DEVELOP THE HIGH SKILLS
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    #OORDINATIONOFTHEDESIGNANDIMPLEMENTATIONACTIVITIESOFTHEWHOLECONSORTIUM

    !n
    DOCUMENTATION ;OF= RESULTS PREPARATION OF REPORTS ETC /NE ORGANIZATION WOULD
    BEFUNDEDTOPERFORMTHISFUNCTION
    $ISLOCATED7ORKERS0ROGRAM

    .EW LEGISLATION WOULD PERMIT COMBINING ALL DISLOCATED WORKERS PROGRAMS AT A
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    FOR EDUCATION AND TRAINING IN AMOUNTS DETERMINED BY THE BENElTS FOR WHICH THEY
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    PERFORMANCEOFPROGRAMSINUNIFORMFORMATDESCRIBEDABOVE4HISCONSOLIDATEDAND
    VOUCHERIZED DISLOCATED WORKERS PROGRAM WOULD OPERATE NATIONWIDE )T WOULD BE
    INTEGRATED WITH THE #OLLABORATIVE $ESIGN AND $EVELOPMENT 0ROGRAM IN THOSE STATES
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    ,EVY 'RANT3YSTEM

    4HIS IS THE PART OF THE SYSTEM THAT PROVIDES FUNDS FOR CURRENTLY EMPLOYED PEOPLE

    TO IMPROVE THEIR SKILLS )DEALLY IT SHOULD SPECIFICALLY PROVIDE MEANS WHEREBY
    FRONT LINE WORKERS CAN EARN THEIR GENERAL EDUCATION CREDENTIAL IF THEY DO NOT
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    %VERYTHING WE HAVE HEARD INDICATES VIRTUALLY UNIVERSAL OPPOSITION IN THE EMPLOYER

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    ,OAN0UBLIC3ERVICE0ROGRAM



    !PPENDIX86)))
    !n

    4HIS PROPOSAL WAS A KEYSTONE OF THE #LINTON CAMPAIGN "ECAUSE WE ASSUMED THAT

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    !SSISTANCEFOR$ROPOUTSANDTHE,ONG 4ERM5NEMPLOYED
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    OPERATED DIRECTLY BY THE FEDERAL GOVERNMENT AND IS THEREFORE NOT EMBEDDED AT ALL IN THE
    INFRASTRUCTUREOFLOCALCOMMUNITIES
    4HE WAY TO SOLVE THIS PROBLEM IS TO CREATE A NEW URBAN PROGRAM THAT IS LOCALLYNOT
    FEDERALLYORGANIZEDANDADMINISTERED BUTWHICHMUSTOPERATEINAWAYTHATUSESSOMETHING
    LIKETHEFEDERALSTANDARDSFORCONTRACTINGFOR*OB#ORPSSERVICES)NTHISWAY LOCALEMPLOYERS
    NEIGHBORHOOD ORGANIZATIONS AND OTHER LOCAL SERVICE PROVIDERS COULD MEET THE NEED BUT
    REQUIRING LOCAL AUTHORITIES TO USE THE FEDERAL STANDARDS WOULD ASSURE HIGH QUALITY RESULTS
    0ROGRAMSFORHIGHSCHOOLDROPOUTSANDTHEHARDCOREUNEMPLOYEDWOULDPROBABLYHAVETOBE
    SEPARATELYORGANIZED THOUGHTHESERVICESPROVIDEDWOULDBEMUCHTHESAME&EDERALFUNDS
    WOULD BE OFFERED ON A MATCHING BASIS WITH STATE AND LOCAL FUNDS FOR THIS PURPOSE 4HESE
    PROGRAMSSHOULDBEFULLYINTEGRATEDWITHTHEREVITALIZEDEMPLOYMENTSERVICE4HELOCALLABOR
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    %LEMENTARYAND3ECONDARY%DUCATION0ROGRAM
    4HESITUATIONWITHRESPECTTOELEMENTARYANDSECONDARYEDUCATIONISVERYDIFFERENTFROMADULT
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    !n
    #OMPETITIVENESS0ROGRAM(ERE TOO WESTARTWITHSTANDARDS!NDWEPROPOSEACOLLABORATIVEPROGRAMWITH
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    %MPOWERSCHOOLSTAFFTOMAKETHEKEYDECISIONSASTOHOWTHESTUDENTSWILLMEETTHOSESTAN
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    !PPENDIX86)))
    !n

    2EORGANIZEPRE SERVICEANDIN SERVICEPROFESSIONALDEVELOPMENTPROGRAMSTOSUPPORTTHEDEVELOP


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    AWARDED FOR HIGH ACHIEVEMENT HONOR LISTS MAY BE PUBLISHED BY THE $EAN AND LISTS OF
    .ATIONAL -ERIT 3CHOLARSHIP WINNERS MAY BE PRINTED IN NEWSPAPERS )N CONTRAST ONES
    BELIEFS ATTITUDES VALUESANDPERSONALITYCHARACTERISTICSAREMORELIKELYTOBEREGARDEDAS
    PRIVATEMATTERS EXCEPTINTHEMOSTEXTREMEINSTANCESALREADYNOTED-YATTITUDESTOWARD
    'OD HOME ANDFAMILYAREPRIVATECONCERNS ANDTHISPRIVACYISGENERALLYRESPECTED-Y
    POLITICALATTITUDESAREPRIVATE)MAYREVEALTHEMIF)WISH BUTNOONECANFORCEMETODOSO
    )NFACT MYVOTINGBEHAVIORISUSUALLYPROTECTEDFROMPUBLICVIEW%ACHMANSHOMEISHIS
    CASTLE ANDHISINTERESTS VALUES BELIEFSANDPERSONALITYMAYNOTBESCRUTINIZEDUNLESSHE
    VOLUNTARILYGIVESPERMISSIONTOHAVETHEMREVEALED4HISPUBLIC PRIVATESTATUSOFCOGNITIVE
    VSAFFECTIVEBEHAVIORSISDEEPLYROOTEDINTHE*UDEO #HRISTIANRELIGIONANDISAVALUEHIGHLY
    CHERISHEDINTHEDEMOCRATICTRADITIONSOFTHE7ESTERN7ORLD
    #LOSELYLINKEDTOTHISPRIVATEASPECTOFAFFECTIVEBEHAVIORISTHEDISTINCTIONFREQUENTLY
    MADEBETWEENEDUCATIONANDINDOCTRINATIONINADEMOCRATICSOCIETY%DUCATIONOPENSUP
    POSSIBILITIES FOR FREE CHOICE AND INDIVIDUAL DECISION %DUCATION HELPS THE INDIVIDUAL TO
    EXPLORE MANY ASPECTS OF THE WORLD AND EVEN HIS OWN FEELINGS AND EMOTION BUT CHOICE
    ANDDECISIONAREMATTERSFORTHEINDIVIDUAL)NDOCTRINATION ONTHEOTHERHAND ISVIEWED
    AS REDUCING THE POSSIBILITIES OF FREE CHOICE AND DECISION )T IS REGARDED AS AN ATTEMPT TO
    PERSUADEANDCOERCETHEINDIVIDUALTOACCEPTAPARTICULARVIEWPOINTORBELIEF TOACTINA
    PARTICULARMANNER ANDTOPROFESSAPARTICULARVALUEANDWAYOFLIFE
    4(%#/.42)"54)/.3/&!4!8/./-9/&!&&%#4)6%/"*%#4)6%3
    )F AFFECTIVE OBJECTIVES AND GOALS ARE TO BE REALIZED THEY MUST BE DElNED CLEARLY
    LEARNINGEXPERIENCESTOHELPTHESTUDENTDEVELOPINTHEDESIREDDIRECTIONMUSTBEPROVIDED
    AND THERE MUST BE SOME SYSTEMATIC METHOD FOR APPRAISING THE EXTENT TO WHICH STUDENTS
    GROWINTHEDESIREDWAYS

    !n

    !PPENDIX8)8
    x4HE MORE WE CAREFULLY STUDIED THE COMPONENTSx THE CLEARER IT BECAME THAT
    A CONTINUUM MIGHT BE DERIVED BY APPROPRIATELY ORDERING THEM 4HUS THE CONTINUUM
    PROGRESSED FROM ;TO= A LEVEL AT WHICH THE INDIVIDUAL IS MERELY AWARE OF A PHENOMENON
    BEINGABLETOPERCEIVEIT!TANEXTLEVELHEISWILLINGTOATTENDTOPHENOMENA!TANEXT
    LEVELHERESPONDSTOTHEPHENOMENAWITHAPOSITIVEFEELING%VENTUALLYHEMAYFEELSTRONGLY
    ENOUGHTOGOOUTOFHISWAYTORESPOND!TSOMEPOINTINTHEPROCESSHECONCEPTUALIZES
    HIS BEHAVIOR AND FEELINGS AND ORGANIZES THESE CONCEPTUALIZATIONS INTO A STRUCTURE 4HIS
    STRUCTUREGROWSINCOMPLEXITYASITBECOMESHISLIFEOUTLOOK
    4HIS ORDERING OF THE COMPONENTS SEEMED TO DESCRIBE A PROCESS BY WHICH A GIVEN
    PHENOMENONORVALUEPASSEDFROMALEVELOFBAREAWARENESSTOAPOSITIONOFSOMEPOWER
    TOGUIDEORCONTROLTHEBEHAVIOROFTHEPERSON)FITISPASSEDTHROUGHALLTHESTAGESINWHICH
    ITPLAYEDANINCREASINGLYIMPORTANTROLEINAPERSONSLIFEITWOULDCOMETODOMINATEAND
    CONTROL CERTAIN ASPECTS OF THAT LIFE AS IT WAS ABSORBED MORE AND MORE INTO THE INTERNAL
    CONTROLLINGSTRUCTURE4HISPROCESSOFCONTINUUMSEEMEDBESTDESCRIBEDBYATERMWHICH
    WAS HEARD AT VARIOUS TIMES IN OUR DISCUSSIONS AND WHICH HAS BEEN USED SIMILARLY IN
    THE LITERATURE hINTERNALIZATIONv 4HIS WORD SEEMED AN APT DESCRIPTION OF THE PROCESS
    BY WHICH THE PHENOMENON OF VALUE SUCCESSIVELY AND PERVASIVELY BECOME A PART OF
    THEINDIVIDUAL
    ).4%2.!,):!4)/.)43.!452%
    %NGLISH AND %NGLISH  DElNE IT AS hINCORPORATING SOMETHING WITHIN THE MIND OR
    BODYADOPTINGASONESOWNTHEIDEAS PRACTICES STANDARDS ORVALUESOFANOTHERPERSON
    OROFSOCIETYvP 
    x4HUSINTHE4AXONOMY INTERNALIZATIONISVIEWEDASAPROCESSTHROUGHWHICHTHEREIS
    ATlRSTANINCOMPLETEANDTENTATIVEADOPTIONOFONLYTHEOVERTMANIFESTATIONSOFTHEDESIRED
    BEHAVIORANDLATERAMORECOMPLETEADOPTION
    x4HETERMISACLOSERELATIVEOFTHETERMhSOCIALIZATION vWHICH THOUGHITISOFTENUSED
    AS A SYNONYM;PROPERLY MEANS=hCONFORMITY IN OUTWARD BEHAVIOR WITHOUT NECESSARILY
    ACCEPTING THE VALUESv 4HEY DElNE SOCIALIZATION AS hTHE PROCESS WHEREBY A PERSON
    ACQUIRES SENSITIVITY TO SOCIAL STIMULIAND LEARNS TO GET ALONG WITH AND TO BEHAVE LIKE
    OTHERSINHISGROUPORCULTUREvxP
    %NGLISH AND %NGLISHS CONCEPT OF SOCIALIZATION HELPS TO DElNE A PORTION OF THE
    CONTENT OF THE AFFECTIVE DOMAINTHAT WHICH IS INTERNALIZED ;4=HIS DElNITION MUST
    BE INTERPRETED BROADLY SINCE hSENSITIVITY TO SOCIAL STIMULIv MUST INCLUDE THE ARTS AS
    WELLASOTHERSBEHAVIOR
    4HIS DElNITION SUGGESTS THAT THE CULTURE IS PERCEIVED AS THE CONTROLLING FORCE IN THE
    INDIVIDUALS ACTIONS ;/=UR SCHOOLS IN THEIR ROLES AS DEVELOPERS OF INDIVIDUALISM AND
    AS CHANGE AGENTS IN THE CULTURE ARE NOT SOLELY CONCERNED WITH CONFORMITYx 4HE TERM
    hINTERNALIZATIONvBYREFERRINGTOTHEPROCESSTHROUGHWHICHVALUES ATTITUDES ETC INGENERAL
    AREACQUIRED ISTHUSBROADERTHANSOCIALIZATION WHICHREFERSONLYTOTHEACCEPTANCEOFTHE
    CONTEMPORARYVALUEPATTERNOFTHESOCIETY
    x4HETERMhINTERNALIZATIONvREFERSTOTHISINNERGROWTHWHICHTAKESPLACEASTHEREIS
    hACCEPTANCEBYTHEINDIVIDUALOFTHEATTITUDES CODES PRINCIPLES ORSANCTIONSTHATBECOMEA
    PARTOFHIMSELFINFORMINGVALUEJUDGMENTSORINDETERMININGHISCONDUCTvx
    +ELMAN  USED THE TERM hINTERNALIZATIONv IN DESCRIBING A THEORY OF ATTITUDE
    CHANGE (E DISTINGUISHED THREE DIFFERENT PROCESSES COMPLIANCE IDENTIFICATION AND
    INTERNALIZATION BY WHICH AN INDIVIDUAL ACCEPTS INFLUENCE OR CONFORMS 4HESE THREE
    PROCESSESAREDElNEDASFOLLOWS
    ;=#OMPLIANCECANBESAIDTOOCCURWHENANINDIVIDUALACCEPTSINmUENCEBECAUSE
    HEHOPESTOACHIEVEAFAVORABLEREACTIONFROMANOTHERPERSONORGROUP(EADOPTS

    !n
    THE INDUCED BEHAVIOR NOT BECAUSE HE BELIEVES IN ITS CONTENT BUT BECAUSE HE
    EXPECTS TO GAIN SPECIlC REWARDS OR APPROVAL AND AVOID SPECIlC PUNISHMENTS OR
    DISAPPROVALBYCONFORMING
    ;=)DENTIlCATIONCANBESAIDTOOCCURWHENANINDIVIDUALACCEPTSINmUENCEBECAUSE
    HE WANTS TO ESTABLISH OR MAINTAIN A SATISFYING RELATIONSHIP TO ANOTHER PERSON OR
    GROUPEG TEACHEROROTHERSCHOOLAUTHORITY x4HEINDIVIDUALNATURALLYBELIEVES
    IN THE RESPONSE WHICH HE ADOPTS THROUGH IDENTIlCATIONx 4HE SATISFACTION FROM
    IDENTIlCATIONISDUETOTHEACTOFCONFORMINGASSUCH
    ;= )NTERNALIZATION CAN BE SAID TO OCCUR WHEN AN INDIVIDUAL ACCEPTS INFLUENCE
    BECAUSETHECONTENTOFTHEINDUCEDBEHAVIORTHEIDEASANDACTIONSOFWHICHITIS
    COMPOSEDISINTRINSICALLYREWARDING(EADOPTSTHEINDUCEDBEHAVIORBECAUSEIT
    ISCONGRUENTWITHHISVALUESYSTEMx"EHAVIORADOPTEDINTHISFASHIONTENDSTOBE
    INTEGRATEDWITHTHEINDIVIDUALSEXISTINGVALUES4HUS THESATISFACTIONDERIVEDFROM
    INTERNALIZATIONISDUETOTHECONTENTOFTHENEWBEHAVIOR
    x4HE4AXONOMYUSESTHETERMhINTERNALIZATIONvTOENCOMPASSALLTHREEOF+ELMANS
    TERMS RECOGNIZINGTHEMASDIFFERENTSTAGESINTHEINTERNALIZATIONPROCESS
    !.%7,//+!4#522)#5,5- %6!,5!4)/. !.$2%3%!2#(#HAPTER
    x4HE 4AXONOMY HAS BEEN USED BY TEACHERS CURRICULUM BUILDERS AND EDUCATIONAL
    RESEARCHWORKERSASONEDEVICETOATTACKTHEPROBLEMSOFSPECIFYINGINDETAILTHEEXPECTED
    OUTCOMESOFTHELEARNINGPROCESS7HENEDUCATIONALOBJECTIVESARESTATEDINOPERATIONALAND
    DETAILEDFORM ITISPOSSIBLETOMAKEAPPROPRIATEEVALUATIONINSTRUMENTSANDTODETERMINE
    WITHSOMEPRECISION WHICHLEARNINGEXPERIENCESARELIKELYTOBEOFVALUEINPROMOTINGTHE
    DEVELOPMENTOFTHEOBJECTIVEANDWHICHARELIKELYTOBEOFLITTLEORNOVALUE
    )T IS THIS INCREASED SPECIlCITY WHICH WE HOPE WILL BE PROMPTED BY THE !FFECTIVE
    $OMAIN PART OF THE 4AXONOMYx )F AFFECTIVE OBJECTIVES CAN BE DElNED WITH APPROPRIATE
    PRECISION WE BELIEVE IT MAY BE NO MORE DIFlCULT TO PRODUCE CHANGES IN STUDENTS IN THIS
    DOMAINTHANINTHECOGNITIVEDOMAIN
    x4HESECURINGOFTHEAPPROPRIATERESPONSESFROMTHEINDIVIDUALxREQUIRESTHATTHE
    NEWCUESANDSTIMULIBERECEIVEDUNDERCONDITIONSTHATMAKEITEASYFORTHEINDIVIDUALTO
    RESPONDANDGIVEHIMSATISFACTIONFROMTHEACTOFRESPONDINGx
    (OWEVER ASWETURNTOTHEOBJECTIVESWHICHGOBEYONDMERELYRECEIVINGORRESPONDING
    TO STIMULI AND CUES WE FIND THAT THE DEVELOPMENT OF LEARNING EXPERIENCES THAT ARE
    APPROPRIATEREQUIRESFARMOREEFFORTANDFARMORECOMPLEXSETSOFARRANGEMENTSTHANARE
    USUALLYPROVIDEDINPARTICULARCLASSROOMLESSONSANDSESSIONSx
    x)TISTOBEEXPECTEDTHATSOMEOBJECTIVESMAYTAKESEVERALYEARSTOBEREACHEDTOA
    SIGNIlCANTDEGREEx4HEORDERINGOFOBJECTIVESISOFIMPORTANCEINBOTHDOMAINS BUTWE
    REGARDITASOFPRIMEIMPORTANCEINTHEAFFECTIVEDOMAIN
    x3OMEOBJECTIVES PARTICULARLYTHECOMPLEXONESATTHETOPOFTHEAFFECTIVECONTINUUM
    AREPROBABLYATTAINEDASTHEPRODUCTOFALL ORATLEASTAMAJORPORTION OFASTUDENTSYEARS
    IN SCHOOL 4HUS MEASURES OF A SEMESTERS OR YEARS GROWTH WOULD REVEAL LITTLE CHANGE
    4HIS SUGGESTS THAT AN EVALUATION PLAN COVERING AT LEAST SEVERAL GRADES AND INVOLVING THE
    COORDINATED EFFORTS OF SEVERAL TEACHERS IS PROBABLY A NECESSITY ! PLAN INVOLVING ALL THE
    GRADESINASYSTEMISLIKELYTOBEEVENMOREEFFECTIVE3UCHEFFORTSWOULDPERMITGATHERING
    LONGITUDINAL DATA ON THE SAME STUDENTS SO THAT GAINS IN COMPLEX OBJECTIVES WOULD BE
    MEASURABLEx )F WE ARE SERIOUS ABOUT ATTAINING COMPLEX AFFECTIVE OBJECTIVES WE SHALL
    HAVE TO BUILD COORDINATED EVALUATION PROGRAMS THAT TRACE THE SUCCESSES AND FAILURES OF
    OUREFFORTSTOACHIEVETHEM
    !CHIEVEMENTOF!FFECTIVE/BJECTIVESAND"EHAVIORS

    !n

    !PPENDIX8)8
    x&OR ANY MAJOR REORGANIZATION OF ACTUAL PRACTICES AND RESPONSES TO TAKE PLACE THE
    INDIVIDUAL MUST BE ABLE TO EXAMINE HIS OWN FEELINGS AND ATTITUDES ON THE SUBJECT BRING
    THEM OUT INTO THE OPEN SEE HOW THEY COMPARE WITH THE FEELINGS AND VIEWS OF OTHERS
    ANDMOVEFROMANINTELLECTUALAWARENESSOFAPARTICULARBEHAVIORORPRACTICETOANACTUAL
    COMMITMENTTOTHENEWPRACTICEx
    7HATISSUGGESTEDHERE IFSPECIlCCHANGESARETOTAKEPLACEINTHELEARNERS ISTHAT
    THE LEARNING EXPERIENCES MUST BE OF A TWO WAY NATURE IN WHICH BOTH THE STUDENTS AND
    TEACHERSAREINVOLVEDINANINTERACTIVEMANNER RATHERTHANHAVINGONEPRESENTSOMETHING
    TOBEhLEARNEDvBYTHEOTHER
    !lNDINGISEMERGINGFROMTHESTUDYOFENRICHMENTOFEDUCATIONALOPPORTUNITIESIN
    THE.EW9ORKPUBLICSCHOOLS WHICHHASBEENTERMEDh(IGHER(ORIZONSv-AYER x
    4HESIGNIlCANTTHINGTOREMEMBERINTHISVERYAMBITIOUSPROJECTISTHATTHEMAJORIMPACTOF
    THENEWPROGRAMISTODEVELOPATTITUDESANDVALUESTOWARDLEARNINGWHICHARENOTSHARED
    BYTHEPARENTSANDGUARDIANSORBYTHEPEERGROUPINTHENEIGHBORHOOD4HEREAREMANY
    STORIESOFTHECONmICTANDTENSIONTHATTHESENEWPRACTICESAREPRODUCINGBETWEENPARENTS
    ANDCHILDREN4HEREISEVENMORECONmICTBETWEENTHESTUDENTSANDTHEMEMBERSOFTHEIR
    PEERGROUPSWHOARENOTPARTICIPATINGINTHESPECIALOPPORTUNITIES4HEEFFECTIVENESSOFTHIS
    NEWSETOFENVIRONMENTALCONDITIONSISPROBABLYRELATEDTOTHEEXTENTTOWHICHTHESTUDENTS
    AREhISOLATEDvFROMBOTHTHEHOMEANDPEERGROUPDURINGTHISPERIODOFTIME)TISUNLIKELY
    THAT SUCH hSEPARATIONv FROM THE HOME AND PEER GROUP WOULD TAKE PLACE AFTER THE AGE OF
    SIXTEENANDSEVENTEEN!NDITISALSOLIKELYTHATTHEEARLIERNEWENVIRONMENTSARECREATED
    THEMOREEFFECTIVETHEYWILLBE
    &ROM THE OPERATIONAL POINT OF VIEW AND FROM THE RESEARCH POINT OF VIEW IT DOES
    SEEM CLEAR THAT TO CREATE EFFECTIVELY A NEW SET OF ATTITUDES AND VALUES THE INDIVIDUAL
    MUST UNDERGO GREAT REORGANIZATION OF HIS PERSONAL BELIEFS AND ATTITUDES AND HE MUST
    BE INVOLVED IN AN ENVIRONMENT WHICH IN MANY WAYS IS SEPARATED FROM THE PREVIOUS
    ENVIRONMENTINWHICHHEHASDEVELOPED
    x;4=HE CHANGES PRODUCED IN SUCH A GENERAL ACADEMIC ATMOSPHERE WHICH IS NOT
    DELIBERATELYCREATEDAREPROBABLYOFSMALLERMAGNITUDETHANTHECHANGESPRODUCEDWHERE
    THEENTIREENVIRONMENTISORGANIZEDDELIBERATELYORNOT WITHAPARTICULARTHEMEATWORK
    )NSUMMARY WElNDTHATLEARNINGEXPERIENCESWHICHAREHIGHLYORGANIZEDANDINTERRELATED
    MAYPRODUCEMAJORCHANGESINBEHAVIORRELATEDTOCOMPLEXOBJECTIVESINBOTHTHECOGNITIVE
    AND AFFECTIVE DOMAINS 3UCH NEW OBJECTIVES CAN BEST BE ATTAINED WHERE THE INDIVIDUAL
    IS SEPARATED FROM EARLIER ENVIRONMENTAL CONDITIONS AND WHEN HE IS IN ASSOCIATION WITH
    A GROUP OF PEERS WHO ARE CHANGING IN MUCH THE SAME DIRECTION AND WHO THUS TEND
    TOREINFORCEEACHOTHER
    )NHISSTUDIESOFSTABILITYANDCHANGEINVARIOUSCHARACTERISTICS "LOOM lNDS
    THAT THE INDIVIDUAL IS MORE OPEN TO SOME OF THESE MAJOR CHANGES EARLIER IN THE GROWTH
    PERIODTHANLATER4HEEVIDENCEPOINTSQUITECONVINCINGLYTOTHEFACTTHATAGEISAFACTOR
    OPERATINGAGAINSTATTEMPTSTOEFFECTACOMPLETEORTHOROUGH GOINGREORGANIZATIONOFATTITUDES
    ANDVALUESx)TISQUITEPOSSIBLETHATTHEADOLESCENTPERIOD WITHITSBIOLOGICALANDOTHER
    MODIlCATIONS ISASTAGEINWHICHMORECHANGECANBEPRODUCEDTHANINMANYOTHERPERIODS
    OFTHEINDIVIDUALSCAREER;4=HEREISANINCREASINGSTABILITYOFINTERESTSINTHEAGEPERIODOF
    ABOUTTENTOlFTEENANDTHATAPPROPRIATELEARNINGEXPERIENCESANDCOUNSELINGANDGUIDANCE
    MAYDOMUCHTODEVELOPDIFFERENTKINDSOFINTERESTS
    3OME!DDITIONAL2ESEARCH0ROBLEMS
    x;"LOOM=HASBEENATTEMPTINGTODORESEARCHONWHATMIGHTBECALLEDhPEAKLEARNING
    EXPERIENCESv x;4=HE EVIDENCE COLLECTED SO FAR SUGGESTS THAT A SINGLE HOUR OF CLASSROOM
    ACTIVITYUNDERCERTAINCONDITIONSMAYBRINGABOUTAMAJORREORGANIZATIONINCOGNITIVEASWELL

    !n
    ASAFFECTIVEBEHAVIORSx)TMAYVERYWELLHELPUSTOUNDERSTANDSOMEOFTHECONDITIONSTHAT
    ARENECESSARYFORMAJORCHANGESINLEARNERSINAFFECTIVEOBJECTIVESx
    !LLPORT  EMPHASIZES THE BASIC REORGANIZATION THAT MUST TAKE PLACE IN THE
    INDIVIDUALIFREALLYNEWVALUESANDCHARACTERTRAITSARETOBEFORMED7EAREOFTHEOPINION
    THATASWECOMETOUNDERSTANDTHISPROCESSWEMAYlNDWAYSOFHELPINGBRINGABOUTMAJOR
    CHANGES IN THE AFFECTIVE DOMAIN WITH LESS IN THE WAY OF TRAUMA AND CONmICT THAN NOW
    SEEMS TO BE THE CASE )S IT POSSIBLE FOR INDIVIDUALS TO TAKE ON THE NEW WITHOUT REJECTING
    THE OLD )S IT POSSIBLE THAT PROGRAMS OF THE (IGHER (ORIZONS TYPE -AYER  HELP
    INDIVIDUALS BECOME MOTIVATED TOWARD HIGHER EDUCATION AND THE NEW VALUES INVOLVED
    IN ACADEMIC WORK WITHOUT AT THE SAME TIME BRINGING ABOUT GREAT CONmICT AND TENSION
    BETWEENTHEINDIVIDUALANDHISHOME
    x(OWEVER BACKOFALLTHEMOREOPERATIONALANDPSYCHOLOGICALPROBLEMSISTHEBASIC
    QUESTION OF WHAT CHANGES ARE DESIRABLE AND APPROPRIATE (ERE IS WHERE THE PHILOSOPHER
    AND BEHAVIORAL SCIENTIST MUST lND WAYS OF DETERMINING WHAT CHANGES ARE DESIRABLE AND
    WHATCHANGESARENECESSARYx)TISNOTENOUGHMERELYTODESIREANEWOBJECTIVEORTOWISH
    OTHERSTOBEMOLDEDINTHEIMAGETHATWElNDDESIRABLEORSATISFACTORYx.EWOBJECTIVES
    AREIMPORTANT BUTTHEYMUSTBETHOUGHTTHROUGHVERYCAREFULLY ANDALLMUSTBEWILLINGTO
    PAYTHEPRICEIFTHEYARETOBEOBTAINED
    x#ANTHESCHOOLSTAKETHEINITIATIVEINTHEAFFECTIVEDOMAIN ORMUSTTHEYAPPROACH
    ITWITHGREATCAUTIONANDHESITATION7ELEAVETHISPROBLEMTOTHECURRICULUMMAKERS THE
    EDUCATIONALPHILOSOPHERS ANDTHESOCIALANDPOLITICALFORCESWHICHMAYORMAYNOTMAKE
    CERTAINOBJECTIVESCLEARLYDESIRABLEANDEVENNECESSARY
    4HE!FFECTIVEDOMAINIS INRETROSPECT AVIRTUALh0ANDORAS"OXvx7EARENOTENTIRELY
    SURETHATOPENINGOURhBOXvISNECESSARILYAGOODTHINGWEARECERTAINTHATITISNOTLIKELY
    TOBEASOURCEOFPEACEANDHARMONYAMONGTHEMEMBERSOFTHESCHOOLSTAFF ;BUT=OUR
    hBOXvMUSTBEOPENEDIFWEARETOFACEREALITYANDTAKEACTION
    )T IS IN THIS hBOXv THAT THE MOST INmUENTIAL CONTROLS ARE TO BE FOUND 4HE AFFECTIVE
    DOMAIN CONTAINS THE FORCES THAT DETERMINE THE NATURE OF AN INDIVIDUALS LIFE AND
    ULTIMATELY THE LIFE OF AN ENTIRE PEOPLEx %DUCATION IS NOT THE ROTE MEMORIZATION OF
    MEANINGLESS MATERIAL TO BE REGURGITATED ON AN EXAMINATION PAPER 0ERHAPS THE TWO
    4AXONOMY STRUCTURES MAY HELP US TO SEE THE AWESOME POSSIBILITIES OF THE RELATIONS
    BETWEENSTUDENTS IDEAS TEACHERS
    4HE0HILOSOPHYx4HE#OMMITMENT
    x%RIKSONDESCRIBESTHEACHIEVEMENTOFINTEGRITY WHICHISTHEHALLMARKOFMATURITYAShTHE
    AGESACCRUEDASSURANCEOFITSPROCLIVITYFORORDERANDMEANING)TISAPOST NARCISSISTICLOVE
    OFTHEHUMANEGONOTOFTHESELFASANEXPERIENCEWHICHCONVEYSSOMEWORLDORDERAND
    SPIRITUALSENSENOMATTERHOWDEARLYPAIDFOR)TISTHEACCEPTANCEOFONESONEANDONLY
    LIFECYCLEASSOMETHINGTHATHADTOBEANDTHAT BYNECESSITY PERMITTEDOFNOSUBSTITUTIONS
    ITTHUSMEANSANEW ADIFFERENTLOVEOFONESPARENTSx!LTHOUGHAWAREOFTHERELATIVITY
    OFALLTHEVARIOUSLIFESTYLESWHICHHAVEGIVENMEANINGTOHUMANSTRIVING THEPOSSESSOROF
    INTEGRITYISREADYTODEFENDTHEDIGNITYOFHISOWNLIFESTYLEAGAINSTALLPHYSICALANDECONOMIC
    THREATS&ORHEKNOWSTHATANINDIVIDUALLIFEISTHEACCIDENTALCOINCIDENCEOFBUTONELIFE
    CYCLE WITH BUT ONE SEGMENT OF HISTORY AND THAT FOR HIM ALL HUMAN INTEGRITY STANDS
    OR FALLS WITH THE ONE STYLE OF INTEGRITY OF WHICH HE PARTAKES 4HE STYLE OF INTEGRITY
    DEVELOPED BY HIS CULTURE OR CIVILIZATION THUS BECOMES THE h0ATRIMONY OF HIS SOUL v
    THE SEAL OF HIS MORAL PATERNITY OF HIMSELF "EFORE THIS lNAL SOLUTION DEATH LOSES ITS
    STING%RIKSON P x

    !n

    !PPENDIX8)8
    !#ONDENSED6ERSIONOFTHE!FFECTIVE$OMAIN
    OFTHE4AXONOMYOF%DUCATIONAL/BJECTIVES
    2ECEIVING!TTENDING
    !T THIS LEVEL WE ARE CONCERNED THAT THE LEARNER BE SENSITIZED IN THE EXISTENCE OF CERTAIN
    PHENOMENAANDSTIMULITHATIS THATHEBEWILLINGTORECEIVEORTOATTENDTOTHEM4HISIS
    CLEARLYTHElRSTANDCRUCIALSTEPIFTHELEARNERISTOBEPROPERLYORIENTEDTOLEARNWHATTHE
    TEACHER INTENDS THAT HE WILLx "ECAUSE OF PREVIOUS EXPERIENCE FORMAL OR INFORMAL THE
    STUDENTBRINGSTOEACHSITUATIONAPOINTOFVIEWORSETWHICHMAYFACILITATEORHINDERHIS
    RECOGNITIONOFTHEPHENOMENATOWHICHTHETEACHERISTRYINGTOSENSITIZEHIM
    !WARENESS
    !WARENESS IS ALMOST A COGNITIVE BEHAVIOR ;7=E ARE NOT SO MUCH CONCERNED WITH
    A MEMORY OF OR ABILITY TO RECALL AN ITEM OR FACT AS WE ARE THAT GIVEN APPROPRIATE
    OPPORTUNITY THELEARNERWILLMERELYBECONSCIOUSOFSOMETHING
    7ILLINGNESSTO2ECEIVE
    )N THIS CATEGORY WE HAVE COME A STEP UP THE LADDER !T A MINIMUM LEVEL WE
    ARE HERE DESCRIBING THE BEHAVIOR OF BEING WILLING TO TAKE NOTICE OF THE PHENOMENA
    ANDGIVEITHISATTENTION
    #ONTROLLEDOR3ELECTED!TTENTION
    )N SOME INSTANCES IT MAY REFER NOT SO MUCH TO THE SELECTIVITY OF ATTENTION AS TO
    THE CONTROL OF ATTENTION SO THAT WHEN CERTAIN STIMULI ARE PRESENT THEY WILL BE
    ATTENDED TO 4HERE IS AN ELEMENT OF THE LEARNERS CONTROLLING THE ATTENTION HERE
    SO THAT THE FAVORED STIMULUS IS SELECTED AND ATTENDED TO DESPITE COMPETING AND
    DISTRACTINGSTIMULI
    2ESPONDING
    x4HISISAVERYLOWLEVELOFCOMMITMENT ANDWEWOULDNOTSAYATTHISLEVELTHATTHISWAShA
    VALUEOFHISvORTHATHEHADhSUCH AND SUCHANATTITUDEv;7=ECOULDSAYTHATHEISDOING
    SOMETHINGWITHORABOUTTHEPHENOMENABESIDESMERELYPERCEIVINGIT
    x-OST COMMONLY WE USE THE TERM TO INDICATE THE DESIRE THAT A CHILD BECOME
    SUFlCIENTLYINVOLVEDINORCOMMITTEDTOASUBJECT PHENOMENON ORACTIVITYTHATHEWILLSEEK
    ITOUTANDGAINSATISFACTIONFROMWORKINGWITHITORENGAGINGINIT
    !CQUIESCENCEIN2ESPONDING
    7E MIGHT USE THE WORD hOBEDIENCEv OR hCOMPLIANCEv TO DESCRIBE THIS BEHAVIORx
    4HE STUDENT MAKES THE RESPONSE BUT HE HAS NOT FULLY ACCEPTED THE NECESSITY
    FORDOINGSO
    7ILLINGNESSTO2ESPOND
    x4HERE IS THE IMPLICATION THAT THE LEARNER IS SUFlCIENTLY COMMITTED TO EXHIBITING
    THEBEHAVIORTHATHEDOESSONOTJUSTBECAUSEOFAFEAROFPUNISHMENT BUThONHIS
    OWNvORVOLUNTARILY)TMAYHELPTONOTETHATTHEELEMENTOFRESISTANCEOROFYIELDING
    UNWILLINGLY WHICH IS POSSIBLY PRESENT AT THE PREVIOUS LEVEL IS HERE REPLACED WITH
    CONSENTOFPROCEEDINGFROMONESOWNCHOICE
    3ATISFACTIONIN2ESPONSE
    4HE ADDITIONAL ELEMENT IN THE STEP BEYOND THE 7ILLINGNESS TO 2ESPOND LEVEL THE
    CONSENT THE ASSENT TO RESPONDING OR THE VOLUNTARY RESPONSE IS THAT THE BEHAVIOR
    IS ACCOMPANIED BY A FEELING OF SATISFACTION AN EMOTIONAL RESPONSE GENERALLY OF
    PLEASURE ZEST OR ENJOYMENT *UST WHERE IN THE PROCESS OF INTERNALIZATION THE
    ATTACHMENT OF AN EMOTIONAL RESPONSE KICK OR THRILL TO A BEHAVIOR OCCURS HAS
    BEENHARDTODETERMINE

    !n
    6ALUING
    4HISISTHEONLYCATEGORYHEADEDBYATERMWHICHISINCOMMONUSEINTHEEXPRESSIONOFOBJECTIVES
    BYTEACHERS&URTHER ITISEMPLOYEDINITSUSUALSENSETHATATHING PHENOMENON ORBEHAVIORHAS
    WORTH4HISABSTRACTCONCEPTOFWORTHISINPARTARESULTOFTHEINDIVIDUALSOWNVALUINGORASSESS
    MENT BUTITISMUCHMOREASOCIALPRODUCTTHATHASBEENSLOWLYINTERNALIZEDORACCEPTEDANDHAS
    COMETOBEUSEDBYTHESTUDENTASHISOWNCRITERIONOFWORTH
    x!TTHISLEVEL WEARENOTCONCERNEDWITHTHERELATIONSHIPSAMONGVALUESBUTRATHERWITHTHE
    INTERNALIZATIONOFASETOFSPECIlEDIDEAS VALUES;4=HEOBJECTIVESCLASSIlEDHEREARETHEPRIME
    STUFFFROMWHICHTHECONSCIENCEOFTHEINDIVIDUALISDEVELOPEDINTOACTIVECONTROLOFBEHAVIOR
    !CCEPTANCEOF6ALUE
    4HE TERM hBELIEF v WHICH IS DElNED AS hTHE EMOTIONAL ACCEPTANCE OF A PROPOSITION OR DOC
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    ENOUGHSOTHATTHEPERSONISPERCEIVEDBYOTHERSASHOLDINGTHEBELIEFORVALUE;(=EISBOTH
    SUFlCIENTLYCONSISTENTTHATOTHERSCANIDENTIFYTHEVALUE ANDSUFlCIENTLYCOMMITTEDTHATHEIS
    WILLINGTOBESOIDENTIlED
    0REFERENCEFORA6ALUE
    x"EHAVIORATTHISLEVELIMPLIESNOTJUSTTHEACCEPTANCEOFAVALUETOTHEPOINTOFBEINGWILLING
    TOBEIDENTIlEDWITHIT BUTTHEINDIVIDUALISSUFlCIENTLYCOMMITTEDTOTHEVALUETOPURSUEIT
    TOSEEKITOUT TOWANTIT
    #OMMITMENT
    x)NSOMEINSTANCESTHISMAYBORDERONFAITH INTHESENSEOFITBEINGlRMEMOTIONALACCEP
    TANCEOFABELIEFUPONADMITTEDLYNON RATIONALGROUNDS,OYALTYTOAPOSITION GROUP ORCAUSE
    WOULDALSOBECLASSIlEDHERE
    4HEPERSONWHODISPLAYSBEHAVIORATTHISLEVELISCLEARLYPERCEIVEDASHOLDINGTHEVALUEx
    (ETRIESTOCONVINCEOTHERSANDSEEKSCONVERTSTOHISCAUSEx4HEREISATENSIONHEREWHICH
    NEEDSTOBESATISlEDACTIONISTHERESULTOFANAROUSEDNEEDORDRIVE4HEREISAREALMOTIVA
    TIONTOACTOUTTHEBEHAVIOR
    /RGANIZATION
    !STHELEARNERSUCCESSIVELYINTERNALIZESVALUES HEENCOUNTERSSITUATIONSFORWHICHMORETHANONE
    VALUEISRELEVANT4HUS NECESSITYARISESFORA ORGANIZATIONOFTHEVALUESINTOTHESYSTEM B THE
    DETERMINATIONOFTHEINTERRELATIONSHIPSAMONGTHEM ANDC THEESTABLISHMENTOFTHEDOMINANTAND
    PERVASIVEONES4HISCATEGORYISINTENDEDASTHEPROPERCLASSIlCATIONFOROBJECTIVESWHICHDESCRIBE
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    #ONCEPTUALIZATIONOFA6ALUE
    x4HISPERMITSTHEINDIVIDUALTOSEEHOWTHEVALUERELATESTOTHOSETHATHEALREADYHOLDSORTO
    NEWONESTHATHEISCOMINGTOHOLD
    /RGANIZATIONOFA6ALUE3YSTEM
    /BJECTIVESPROPERLYCLASSIlEDHEREARETHOSEWHICHREQUIRETHELEARNERTOBRINGTOGETHERACOM
    PLEXOFVALUES POSSIBLYDISPARATEVALUES ANDTOBRINGTHESEINTOANORDEREDRELATIONSHIPWITH
    ONEANOTHER4HISIS OFCOURSE THEGOALOFSUCHOBJECTIVES WHICHSEEKTOHAVETHESTUDENT
    FORMULATEAPHILOSOPHYOFLIFE
    #HARACTERIZATIONBYA6ALUEOR6ALUE#OMPLEX
    !TTHISLEVELOFINTERNALIZATIONTHEVALUESALREADYHAVEAPLACEINTHEINDIVIDUALSVALUEHIERARCHY ARE
    ORGANIZEDINTOSOMEKINDOFINTERNALLYCONSISTENTSYSTEM HAVECONTROLLEDTHEBEHAVIOROFTHEINDIVIDUAL
    FORASUFlCIENTTIMETHATHEHASADAPTEDTOBEHAVINGTHISWAYANDANEVOCATIONOFTHEBEHAVIORNO
    LONGERAROUSESEMOTIONORAFFECTEXCEPTWHENTHEINDIVIDUALISTHREATENEDORCHALLENGED
    'ENERALIZED3ET
    4HEGENERALIZEDSETISTHATWHICHGIVESANINTERNALCONSISTENCYTOTHESYSTEMOFATTITUDESAND
    VALUESATANYPARTICULARMOMENT)TISAPERSISTENTANDCONSISTENTRESPONSETOAFAMILYOF
    RELATEDSITUATIONSOROBJECTS
    #HARACTERIZATION



    !PPENDIX8)8
    !n
    x;4=HEPEAKOFTHEINTERNALIZATIONPROCESS4HUS HEREAREFOUNDTHOSEOBJECTIVES
    WHICHCONCERNONESVIEWOFTHEUNIVERSE ONESPHILOSOPHYOFLIFE ONEShWELTANSCHAU
    UNGvAVALUESYSTEMHAVINGASITSOBJECTTHEWHOLEOFWHATISKNOWNORKNOWABLE
    !STHETITLEOFTHECATEGORYIMPLIES THESEOBJECTIVESARESOENCOMPASSINGTHAT
    THEYTENDTOCHARACTERIZETHEINDIVIDUALALMOSTCOMPLETELY
    %NDNOTE
    4HERESEARCHERWHOPRODUCEDTHISPIECEWISHESTOREMAINANONYMOUS

    !PPENDIX88

    h4HE@3KINNER "OX3CHOOLv
    h4HE@3KINNER "OX3CHOOLvBY*ED"ROWNWASPUBLISHEDINTHE-ARCHISSUEOF3QUIBBS
    ANDISREPRINTEDHEREINITSENTIRETY
    /UTCOME "ASED%DUCATION/"% HASBECOMEABLIGHTONTHELANDSCAPEOFOURNATIONAL
    HERITAGE!FTERONLYAFEWYEARSOF/"% WHOLESCHOOLSYSTEMSAREBEGINNINGTOWITHERAND
    DIE -UCH WORSE THE CHILDREN THEIR MINDS ONCE FERTILE lELDS OF INTELLECTUAL SOIL ARE EVEN
    NOW BEING INFECTED BY THE WORM OF IGNORANCE 4RUE LEARNING IS STARVED TO DEATH AS ALL OF
    THE NUTRIENTS OF SOUND ACADEMIC PRACTICE ARE BEING REPLACED WITH A DUST BOWL CURRICULUM
    THAT IS STRUCTURED TO SECURE PROPER ATTITUDES FOR THE h"RAVE .EW 7ORLDv 3ADLY THE ONLY
    hOUTCOMEv OF /"% WILL BE A BASER SOCIETY A SOCIETY IN WHICH THE NOBILITY OF THE MIND IS
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    "UT WAIT 0ARENTS HAVE BEEN TOLD THAT /UTCOME "ASED %DUCATION HAS NOTHING TO DO
    WITHCHANGINGTHEATTITUDESANDVALUESOFTHEIRCHILDRENTHAT/"%WILLIMPROVELEARNINGFOR
    ALL CHILDREN THROUGH hBEST PRACTICESv RESEARCH 7HAT PARENTS ARE NOT BEING TOLD IS THAT THE
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    ISTOCHANGETHEATTITUDESANDVALUESOFTHEYOUNG WHYWOULDhBEHAVIORMODIlCATIONvBE
    USED 7HY NOT WORK WITH ATTITUDES AND VALUES DIRECTLY *UST TELL THE CHILDREN WHAT THEY
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    DEVELOPS THE hRIGHTv ATTITUDES HE WILL BEHAVE IN THE hRIGHTv MANNER "EYOND THE FACT THAT
    PARENTS WOULD NOT STAND FOR SUCH AN INTRUSION AS AN OVERT ASSAULT ON TRADITIONAL VALUES
    PSYCHOLOGISTSKNOWSOMETHINGTHATLAYPEOPLEDONOT4HEYREALIZETHATTHEDIRECTAPPROACH
    TOCHANGINGVALUESDOESNOTWORK
    -ODERN PSYCHOLOGICAL RESEARCH SUGGESTS THAT THE OPPOSITE OF CONVENTIONAL WISDOM IS
    !n



    !PPENDIX88
    !n
    TRUE )T IS OUR BEHAVIOR THAT SHAPES OUR ATTITUDES NOT THE OTHER WAY AROUND 4HEREFORE TO
    CONTROLACHILDSATTITUDESANDVALUESITISlRSTNECESSARYTOMODIFYTHECHILDSBEHAVIOR)FTHE
    CHILDHASTHEhRIGHTvBEHAVIOR THENHISATTITUDEWILLCHANGETOACCOMMODATETHEBEHAVIOR
    HISVALUESYSTEMWILLCHANGETOREmECTHISNEWSETOFATTITUDES)TISLIKEFALLINGDOMINOESIF
    THElRSTPIECEISTOPPLED THENTHERESTWILLTUMBLEAFTER4HUS CONDITIONING IE MODIFYING
    BEHAVIOR IS THE PERFECT METHOD FOR INSTILLING IN CHILDREN THE NEW VALUE SYSTEM REQUIRED
    OF CITIZENS OF THE .EW 7ORLD /RDER /UR SCHOOLS KNOW THAT CHANGING BEHAVIOR IS THE lRST
    DOMINO2EMEMBER hTHESTUDENTSHALLDEMONSTRATEv
    4OUNDERSTANDTHEDEVASTATIONOF/"%CONDITIONING ITISIMPORTANTTOKNOWITSORIGINS
    ANDHOWITISBEINGUSEDTOCHANGECHILDRENFOREVER4HELINEAGEOFPSYCHOLOGICALCONDITIONING
    CANBEFORMALLYTRACEDBACKTOTHEEARLYPARTOFTHISCENTURY TOAN!MERICANPSYCHOLOGIST
    NAMED *OHN " 7ATSON 7ATSON IS CREDITED AS THE FATHER OF THE "EHAVIORIST 3CHOOL OF
    0SYCHOLOGY(EBELIEVEDTHATPSYCHOLOGYSHOULDBECOMETHESCIENCEOFBEHAVIOR DISCARDING
    REFERENCESTOTHOUGHTS FEELINGS ANDMOTIVATION&OR7ATSON ONLYTHATWHICHWASOBSERVABLE
    WAS IMPORTANT 4HE GOAL OF PSYCHOLOGY HE THOUGHT SHOULD BE TO PREDICT A BEHAVIORAL
    RESPONSEGIVENAPARTICULARSTIMULUS
    &URTHER ITWASATIMEOFGREATDEBATEINPSYCHOLOGY4HEDEBATECENTEREDONWHETHER
    HEREDITY OR THE ENVIRONMENT HAD THE MOST PROFOUND EFFECT ON THE DEVELOPMENT OF THE
    INDIVIDUAL7ATSONBELIEVEDTHATHEREDITYHADLITTLEORNOEFFECT THATAPERSONSDEVELOPMENT
    WASALMOSTTOTALLYDEPENDENTUPONHISENVIRONMENT)NFACT 7ATSONBOASTED
    'IVE ME A DOZEN HEALTHY INFANTS WELL FORMED AND MY OWN SPECIlED WORLD TO BRING
    THEM UP IN AND )LL GUARANTEE TO TAKE ANY ONE AT RANDOM AND TRAIN HIM TO BECOME
    ANY TYPE OF SPECIALIST ) MIGHT SELECTDOCTOR LAWYER ARTIST MERCHANT CHIEF AND YES
    EVEN BEGGAR MAN AND THIEF REGARDLESS OF HIS TALENTS PENCHANTS TENDENCIES ABILITIES
    VOCATIONS ANDRACEOFHISANCESTORS

    7ATSONS STATEMENT IS AT THE HEART OF /"% 7ATSON BECAME THE MOST INmUENTIAL FORCE
    IN SPREADING THE IDEA THAT HUMAN BEHAVIOR WAS NOTHING MORE THAN A SET OF CONDITIONED
    RESPONSES !CCORDING TO THE NARROW VIEW OF "EHAVIORISM LEARNING IS NOTHING MORE THAN
    hA RELATIVELY PERMANENT CHANGE IN AN ORGANISMS BEHAVIOR DUE TO EXPERIENCEv /THER
    PSYCHOLOGISTS lRST THEN EDUCATIONAL LEADERS AND lNALLY RANK AND lLE TEACHERS HAVE BEEN
    PERSUADEDTOADOPTTHE"EHAVIORISTSVIEWOFEDUCATION4HERICHNESSOFEDUCATIONISTHUS
    LOST ASTHESCHOOLINGEXPERIENCEISREDUCEDTOONLYAPPLIEDLEARNING.OLONGERDOESLEARNING
    ENHANCETHEINTERNALLOCUSOFMANITISBUTANEXTERNALSHELL4HECURRICULUMHASBECOME
    HOLLOWANDLEARNINGHASBECOMEMERECONDITIONING
    4HREEDIFFERENTTYPESOFPSYCHOLOGICALCONDITIONINGHAVEINVADEDSCHOOLSWITH/UTCOME
    "ASED%DUCATIONANDEDUCATIONREFORM%ACHTYPEHASITSSPECIlEDPURPOSEINCONTROLLINGTHE
    BEHAVIOR ANDTHEREFORETHEMINDS ATTITUDES ANDVALUESOFOURYOUNG4HElRSTIS#LASSICAL
    #ONDITIONING DEVELOPED BY A 2USSIAN PHYSIOLOGIST NAMED )VAN 0AVLOV ONLY A FEW YEARS
    BEFORE 7ATSONS CONCEPTION OF "EHAVIORISM 4HE SECOND CREDITED TO "& 3KINNER IS
    /PERANT OR )NSTRUMENTAL #ONDITIONING 4HE THIRD ATTRIBUTED TO !LBERT "ANDURA IS
    /BSERVATIONAL ,EARNING %ACH OF THESE "EHAVIORIST CONDITIONING APPROACHES IS WOVEN
    THROUGH THE /"% REFORMS OF EDUCATION TO ACCOMPLISH ONLY ONE THING TO CONTROL ATTITUDES
    BYCONTROLLINGBEHAVIOR
    #LASSICAL OR0AVLOVIAN#ONDITIONINGCANBEDElNEDASCREATINGARELATIVELYPERMANENT

    !n
    CHANGEINBEHAVIORBYTHEASSOCIATIONOFANEWSTIMULUSWITHANOLDSTIMULUSTHATELICITSA
    PARTICULAR RESPONSE 7ORKING ON PHYSIOLOGY EXPERIMENTS 0AVLOV NOTED THAT EACH TIME THE
    DOGSHEUSEDASSUBJECTSWERETOBEFEDTHEYBEGANTOSALIVATE(EIDENTIlEDTHEFOODASTHE
    hOLDvSTIMULUSANDTHESALIVATIONASTHERESPONSE ORBEHAVIOR0AVLOVRANGABELLEACHTIME
    THE FOOD WAS PRESENTED TO THE DOGS 4HE BELL WAS IDENTIlED AS THE hNEWv STIMULUS !FTER
    SEVERALPAIRINGSOFTHEBELLANDTHEFOOD HEFOUNDTHATTHEDOGSWOULDSALIVATEWITHTHEBELL
    ALONE!CHANGEINBEHAVIORHADOCCURRED
    !LLWELLANDGOOD BUTWHATDODOGS FOOD SALIVA ANDBELLSHAVETODOWITHCHANGING
    ATTITUDES IN CHILDREN *UST LIKE 0AVLOVS DOGS CHILDRENS BEHAVIOR PATTERNS CAN BE CHANGED
    WITH #LASSICAL #ONDITIONING 5PON SUFlCIENT PAIRINGS A CHILD WILL ASSOCIATE OLD BEHAVIOR
    PATTERNSANDCONSEQUENTATTITUDESWITHNEWSTIMULI4HE0AVLOVIANAPPROACHISTHEREFOREA
    POTENTWEAPONFORTHOSEWHOWISHTOCHANGETHEBELIEFSTRUCTURESOFOURCHILDREN&URTHER
    #LASSICAL #ONDITIONING MAY BE USED TO SET CHILDREN UP FOR FURTHER CONDITIONING THAT IS
    NECESSARY FOR MORE COMPLEX ATTITUDE SHIFTS 4HE METHOD IS BEING USED TO DESENSITIZE
    CHILDREN TO CERTAIN ISSUES THAT HERETOFORE WOULD HAVE BEEN CONSIDERED INAPPROPRIATE FOR
    SCHOOL AGECHILDREN
    /NEEXAMPLEOFANATTITUDECHANGEBY0AVLOVIANCONDITIONINGREVOLVESAROUNDTHEWORD
    hFAMILYv4HETERMhFAMILY vASITISAPPLIEDTOTHEHOMESETTING ISUSEDASTHEOLDSTIMULUS
    4HEALLEGIANCETOPARENTSANDSIBLINGSTHATISNORMALLYASSOCIATEDWITHTHETERMhFAMILYvMAY
    BETHOUGHTOFASTHERESPONSE ORBEHAVIOR7ITHTHECURRENTEDUCATIONREFORMMOVEMENTTHE
    CHILDISTOLDBYTHETEACHERTHATTHESCHOOLCLASSISNOWTHEFAMILY4HUS THETERMhCLASSv
    MAYBETHOUGHTOFASTHENEWSTIMULUS"YCONTINUALLYREFERRINGTOTHECLASSORCLASSROOMAS
    THEFAMILY ANATTITUDECHANGETAKESPLACE"YASSOCIATION THECHILDISCONDITIONEDTOGIVE
    FAMILYALLEGIANCETOTHECLASSANDTEACHER
    !N EXAMPLE OF DESENSITIZING CHILDREN THROUGH #LASSICAL #ONDITIONING CAN BE SEEN
    IN THE INCLUSION OF GENDER ORIENTATION WITHIN THE CURRICULUM 4HE SCHOOL SETTING MAY BE
    THOUGHT OF AS THE OLD STIMULUS 4HE FORMAL SCHOOL SETTING CARRIES WITH IT A WHOLE SET OF
    EMOTIONAL BEHAVIORAL RESPONSES OR BEHAVIORS 4HERE IS AN AIR OF AUTHORITY AND LEGITIMACY
    THAT IS ATTACHED TO THOSE SUBJECTS INCLUDED IN THE CURRICULUM 4HIS FEELING OF LEGITIMACY
    CAN BE CONSIDERED A BEHAVIORAL RESPONSE "Y PLACING THE TOPIC OF GENDER ORIENTATION INTO
    THE CURRICULUM IT IS ASSOCIATED WITH LEGITIMACY OF THE SCHOOL SETTINGS 4HUS CHILDREN ARE
    DESENSITIZEDTOATOPICTHATISDIFFERENTFROMTHETRADITIONALVALUESTRUCTURE ANDHENCETHEY
    AREPREDISPOSEDTOFURTHERCONDITIONING
    4HEREALMEATANDPOTATOESOF/UTCOME "ASED%DUCATIONIS/PERANT#ONDITIONING OR
    2AT 0SYCHOLOGY SO CALLED BECAUSE "& 3KINNER USED RATS AS HIS EXPERIMENTAL SUBJECTS !
    h3KINNER"OX vABOXCONTAININGAPRESSBARANDAPLACETODISPENSEAFOODPELLET ISUSED
    TOCONDITIONTHERATTOPRESSTHEBARTHEBEHAVIOR !FOODPELLETTHESTIMULUS ISUSEDTO
    REINFORCE THE DESIRED BEHAVIOR PRESSING THE BAR 4HE RAT HAVING NO IDEA WHAT TO EXPECT
    IS PLACED IN THE BOX /NCE IN THE BOX THE RATS MOVEMENTS ARE EXPLORATORY AND RANDOM
    !S SOON AS THE RAT LOOKS TOWARDS THE BAR THE EXPERIMENTER RELEASES A FOOD PELLET !FTER
    EATING THE FOOD THE RAT RESUMES HIS RANDOM MOVEMENT !NOTHER LOOK ANOTHER PELLET
    !NOTHERLOOK ANOTHERPELLET
    /NCETHERATISTRAINEDTOLOOKATTHEBAR HEISREQUIREDTOAPPROACHTHEBARBEFORETHE
    PELLET IS DELIVERED 4HE RAT MUST THEN COME CLOSER AND CLOSER TO THE BAR EACH TIME BEFORE
    REINFORCEMENTISGIVEN/VERTIME THERATSBEHAVIORISSLOWLYSHAPEDBYTHEEXPERIMENTER
    EACHTRIALTHERATSUCCESSIVELYAPPROXIMATESMORECLOSELYTHEULTIMATEBEHAVIOROFPRESSING



    !PPENDIX88
    !n
    THE BAR %VENTUALLY THE WELL CONDITIONED RAT WILL CONTINUALLY PRESS THE BAR AS FAST AS HE
    CAN EAT /PERANT #ONDITIONING IS THEREFORE DElNED AS A RELATIVELY PERMANENT CHANGE
    IN BEHAVIOR BY SUCCESSIVE APPROXIMATIONS THROUGH REPEATED TRIALS USING POSITIVE OR
    NEGATIVEREINFORCEMENTS
    4HECONCEPTOFhSUCCESSIVEAPPROXIMATIONvISKEYTOUNDERSTANDINGTHEUSEOF/PERANT
    #ONDITIONING WITH /UTCOME "ASED %DUCATION *UST AS FOR THE RAT THE EXPERIMENTER THE
    3TATE ESTABLISHESTHEULTIMATEGOALSFORCHILDRENPRESSINGTHEBAR /"%REQUIRESTHATSPECIlC
    BEHAVIORAL OUTCOMES BE DESIGNED SUCH THAT THE CHILDREN MUST MASTER EACH OUTCOME IN
    SUCCESSION4HEOUTCOMESAREDESIGNEDINASPIRALFASHION SUCHTHATASTHECHILDGOESFURTHER
    IN SCHOOL THE OUTCOMES MORE CLOSELY APPROXIMATE THE ULTIMATE GOALS !S CHILDREN MASTER
    ANOUTCOME THEREINFORCEMENTISFOUNDINAPPROVALFOODPELLETS !NOTHEROUTCOME MORE
    APPROVAL!NOTHEROUTCOME MOREAPPROVALSUCCESSIVEAPPROXIMATION 7HENTHE3KINNER"OX
    EXPERIMENTISCOMPLETE OURCHILDREN LIKERATS WILLDANCETOTHETUNEOFTHE3TATE
    /BSERVATIONAL,EARNING ALTHOUGHITDOESNOTCARRYTHENAMECONDITIONING HASBEEN
    DESCRIBED BY $OLLARD AND -ILLER AS A SPECIAL CASE OF /PERANT #ONDITIONING )T IS /PERANT
    #ONDITIONING APPLIED TO SOCIAL BEHAVIOR /BSERVATIONAL ,EARNING IS THE TWENTY lVE CENT
    WORD FOR MODELING 4HERE ARE TWO PURPOSES FOR /BSERVATIONAL ,EARNING IN THE SCHOOLS
    &IRST IT IS A METHOD USED TO CONDITION A HOST OF SOCIAL BEHAVIORS LIKE PARENTING STYLES
    GENDER ROLES PROBLEM SOLVING STRATEGIES AND DISCIPLINE BOUNDARIES 3ECOND IT IS USED
    AS REINFORCER OF THE BEHAVIORS AND ATTITUDES PREVIOUSLY CONDITIONED WITH #LASSICAL AND
    /PERANT#ONDITIONING
    !CCORDING TO /BSERVATIONAL ,EARNING PEOPLE MODEL THE BEHAVIOR OF THOSE WITHIN
    THEIR hREFERENCE GROUPSv 5NDER NORMAL CONDITIONS THE CHILDS PRIMARY REFERENCE GROUP IS
    THE FAMILY .EVERTHELESS CHILDREN ARE BEING CONDITIONED WITH #LASSICAL METHODS TO SHIFT
    ALLEGIANCE TO THEIR NEW SCHOOL FAMILY THEIR NEW REFERENCE GROUP /NCE THE NEW GROUP IS
    ESTABLISHED SCHOOLS USE SURVEYS TO GAUGE ATTITUDES AND THEN ORCHESTRATE THE CONDITIONING
    PROCESS THROUGH /BSERVATIONAL ,EARNING 2ELYING ALMOST EXCLUSIVELY ON COOPERATIVE
    LEARNING GROUP LEARNING /"% REFORMS UNFORTUNATELY USE /BSERVATIONAL ,EARNING TO
    ESTABLISH AND ENFORCE THE PROPER BEHAVIORS AND ATTITUDES THROUGH PEER PRESSURE AND A
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    4HEIDEATHATOURSCHOOLSARENOTDEALINGINATTITUDESANDVALUESISLUDICROUS4HEPSY
    CHOLOGISTSHAVERIPPEDTHESCHOOLSFROMPARENTSANDTEACHERSALIKE4HEIRONLYOBJECTIVEIS
    TOCREATECHILDRENWHOMAYLOOKDIFFERENT BUTBEHAVETHESAME THINKTHESAME ANDBELIEVE
    THESAME4HEYSHALLCREATEINEACHCHILDTHEhPERFECTCHILDv,IKE*OHN"7ATSON THEYSHALL
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    LEARNING7ELCOMETOTHEh"RAVE.EW7ORLDv7ELCOMETOTHEh3+)..%2"/83#(//,v

    !PPENDIX88)

    h3TATUSOF)NTERNATIONALIZATIONOF%DUCATIONv
    h3TATUS OF )NTERNATIONALIZATION OF %DUCATIONv BY #HARLOTTE )SERBYT ORIGINALLY APPEARED IN
    4HE #HRISTIAN #ONSCIENCE -ARCH  AND IS PRINTED HERE IN ITS ENTIRETY WITH UPDATES
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    ANTI EDUCATIONREFORM)NTERNETDISCUSSIONLOOPORELSEWHEREMAYWISHTOSTEPBACKANDTAKE
    A LOOK AT THE BIG PICTURE WITHOUT WHICH NONE OF THE MYRIAD COMPONENTS OF RESTRUCTURING
    CANBEFAIRLYDISCUSSEDORJUDGED!TPRESENTITSEEMSTHATSOMEVERYSINCEREPEOPLE WHO
    HAVE DONE EXCELLENT WORK IN THE PAST HAVE A SEVERE CASE OF TUNNEL VISION 4HEY MUST GET
    THEMSELVESOUTOFTHETUNNELINORDERTOSURVEYTHELANDSCAPE
    )NGREDIENTSINTHERECIPE
    4HERECIPEFORTHEINTERNATIONALCURRICULUMWORKFORCETRAININGAGENDACALLSFORIMPLEMENTATION
    OF THE FOLLOWING COMPONENTS .OTED AFTER EACH COMPONENT IN ITALICS IS THE STATUS OF EACH
    AGENDAITEM IE WHETHERORNOTTHECOMPONENT;S=HASHAVEBEENACCOMPLISHED
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    OF %DUCATION IN  ESTABLISHED THE OFlCIAL LINK BETWEEN 53 EDUCATION AND ALL THE
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    !n



    !PPENDIX88)
    !n
    THE2EADING%XCELLENCE!CTTHEINTERNATIONAL-ASTERY,EARNING$IRECT)NSTRUCTIONMETHOD 
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    MOVEMENTS BASED ON 0AVLOV AND "& 3KINNERS STIMULUS RESPONSE 3 2 3  4HE COMPUTER
    HAS ALL THE BELLS REWARDS AND WHISTLES PUNISHMENTS TO ACHIEVE /"%S STANDARDS IN
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    !PPENDIX88)
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    THE .ATIONAL %DUCATION !SSOCIATION SEEMS TO BE ASSURED 4HE !&4 SUPPORTS BOTH $IRECT
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    %VENTS !CCORDING TO 2YSKIND AND ,A"ARBERA THE TEXTBOOK REPORTS THAT THE DElCIT WAS
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    BILLION ED=CLAIMS(O#HI-INHSGOALWASTOFREE6IETNAMFROMOUTSIDERSBLAMES

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    0RESIDENT4RUMANFOR#HINAS#OMMUNIST'OVERNMENTANDCREDITS&IDEL#ASTROFORIMPROVED
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    !PPENDIX88)
    !n
    CONDITIONINGPROGRAMSFORUSEONTEACHERSANDCHILDREN4HELATE!L3HANKER 0RESIDENTOF
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    3CHLAmY 3ISTER-ONICA ETC

    !PPENDIX88))

    h4HE4HIEFOF!MERICAN)NDIVIDUALISM
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    h4HE 4HIEF OF !MERICAN )NDIVIDUALISM 4OTAL 1UALITY -ANAGEMENT AND 3CHOOL TO 7ORKv
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    !n



    !PPENDIX88))
    !n
    ARE MORE LITERATE THAN !MERICANS *APANESE COMPANIES ARE NOT MORE TECHNOLOGICALLY
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    /NLYOF*APANESEHOMESHAVESEWAGESYSTEMS!MERICANSTUDENTSANDWORKERS
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    !n
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    !PPENDIX88))
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    !PPENDIX88)))

    h3OVIETSINTHE#LASSROOM!MERICAS,ATEST%DUCATION&ADv
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    !n



    !PPENDIX88)))
    !n
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    !PPENDIX88)))
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    !PPENDIX88)))
    !n
    OF  3OVIETS VISITED THE 5NITED 3TATES ON A SO CALLED GOODWILL MISSION "UT THE  WERE
    SELECTED BRIEFED ANDCONTROLLEDBY3OVIETSECURITYORGANS%ACHOFTHEhFRIENDLYVISITORSv
    HAD RELATIVES BEING HELD HOSTAGE AT HOME LEST ANY OF THEM MIGHT CONSIDER DEFECTING OR
    DEVIATING FROM THE OFlCIAL 3OVIET PROPAGANDA LINE 4HEIR TRIP WAS PAID FOR BY THE 3OVIET
    GOVERNMENT ANDAMONGTHEMWERE3OVIETAGENTS

    -R7ARDERNOTESTHAT
    3OVIETLEADERSKNOWTHATIFPEACEPROPAGANDAEFFECTIVELYREACHESTHE53PUBLICITWILLRESULT
    INTHE#ONGRESSVOTINGLESSMONEYFORNATIONALDEFENSE53GROUPSGOINGTOTHE3OVIET5NION
    HAVENOSUCHhEQUALvOPPORTUNITYTOREDUCE3OVIETARMSEXPENDITURES

    (OW ON TARGET 7ARDERS COMMENTS HAVE PROVEN TO BE 3OVIET PROPAGANDIZING OF THE
    !MERICAN PEOPLE HAS BEEN SO SUCCESSFUL THAT ON -AY   FOUR TOP 3OVIET OFlCIALS
    WERE GIVEN THE RED CARPET TREATMENT BY THE 53 (OUSE !RMED 3ERVICES #OMMITTEE h4HEY
    APPEALED FOR A WARMER APPROACH BY 7ASHINGTON AND ASKED US TO OPEN A SECOND FRONT
    AGAINST THE #OLD 7ARv #OULD THEIR APPEARANCE HAVE SOMETHING TO DO WITH THE PROPOSED
    DEFENSEBUDGETCUTS
    4HE COST TO THE !MERICAN TAXPAYERNOT ONLY IN TERMS OF THE MISEDUCATION OF HIS
    CHILDREN BUT ALSO IN TERMS OF PLAIN HARD EARNED TAX DOLLARSIS IMMENSE 3OVIET STUDENTS
    COMINGHEREAREHAVINGTHEIRTRAVEL LIVINGEXPENSES ANDTUITIONPAIDFORBYOURTAXDOLLARS
    WHILESOMEOFOURCHILDRENCANNOTAFFORDTOGOTOCOLLEGE
    )N  THE 53 $EPARTMENT OF 3TATE AWARDED    TO VARIOUS GROUPS INVOLVED
    IN EDUCATION EXCHANGES WITH THE 3OVIET 5NION AND %ASTERN %UROPE 4HIS AMOUNT WHICH
    IS PROBABLY THE AMOUNT DOLED OUT ANNUALLY IS JUST THE TIP OF THE FUNDING ICEBERG WITH
    LARGE ANNUAL GRANTS FROM OTHER GOVERNMENT AGENCIES AND TAX EXEMPT FOUNDATIONS KEEPING
    THECONTROVERSIALEXCHANGESAmOAT
    )T IS TO BE HOPED THAT THE TRAGIC 4IANANMEN 3QUARE MASSACRE OF #HINESE STUDENTS
    WILL RESULT IN CANCELLATION OF THE 53 #HINESE STUDENT EXCHANGES RESULTING IN A LESSENING
    OF OUR BUDGET DElCIT RATHER THAN IN A TRANSFER OF THOSE TAX DOLLARS INTO THE 53 3OVIET
    EDUCATIONEXCHANGEACCOUNT
    !.IGHTTO2EMEMBERTELLSOFTHElVEICEBERGWARNINGSSENTBYWIRELESSTOTHE4ITANIC
    7HENTHESIXTHMESSAGEv,OOKOUTFORICEBERGSvCAMEIN THE4ITANICSOPERATORWIRED
    BACK h3HUT UP )M BUSYv *UST  MINUTES LATER THE SHIP WHOSE CAPTAIN HAD SAID h'OD
    (IMSELFCOULDNOTSINK4ITANTIC vWASSINKING
    7E HAVE BEEN WARNED !RE WE LIKE THE 4ITANICS OPERATOR CONVINCED THAT h'OD
    (IMSELFCANNOTSINKv!MERICA
    4HE QUESTION !MERICANS MUST ASK THEMSELVES IS 7HY WHEN THE 3OVIET 5NION IS AN
    ECONOMIC POLITICAL MORAL ANDSOCIALBASKETCASE MILITARILYSUPERIORBUTINTERNALLYONTHE
    VERGE OF COLLAPSE DOES THE 5NITED 3TATES SEEK ITS ASSISTANCE IN IMPROVING OUR EDUCATIONAL
    SYSTEM4HOSERESPONSIBLESHOULDBEREQUIREDTOJUSTIFYTHEIRSUPPORTFORACTIONSWHICHARE
    NOTINTHEBESTINTERESTOFTHE5NITED3TATES

    4HEADDRESSFOR!MERICAS&UTUREIS"ONHOMME 3T,OUIS -/


    %NDNOTES

    !n
    "AILEY +ATHLEENh$ISINFORMATION!3OVIET4ECHNIQUEFOR-ANAGING"EHAVIORv)SSUESIN3OVIET%DUCATION0ROCEEDINGSOFA
    #ONFERENCE .ATIONAL!DVISORY#OUNCILON%DUCATION2ESEARCHAND)MPROVEMENT -ARCH 
    &INN #HESTER% *R !SSISTANT3ECRETARY 53$EPARTMENTOF%DUCATION h-APPINGTHE#OMMON'ROUNDv2EMARKSBEFORETHE
    !MERICAN&ORUMON%DUCATIONAND)NTERNATIONAL#OMPETENCE 3T,OUIS -) -AY 
    %DUCATORSFOR3OCIAL2ESPONSIBILITY #AMBRIDGE -!0ROMOTIONALmYERENTITLEDh4EACHINGFOR#RITICAL4HINKINGINTHE.UCLEAR
    !GE!53 3OVIET)NSTITUTE v,ENINGRAD 5332 *ULYn!UGUST ANDmYERENTITLEDh%DUCATINGFOR.EW7AYSOF
    4HINKING!N!MERICAN 3OVIET)NSTITUTE v(AMPSHIRE#OLLEGE !MHERST -! !UGUSTn 
     #ARNEGIE #ORPORATION OF .EW 9ORK h4HE ,IST OF 'RANTS AND !PPROPRIATIONS  v REPRINTED FROM THE  !NNUAL
    2EPORTOFTHE#ARNEGIE#ORPORATION
     .ATIONAL !CADEMY OF %DUCATION (ARVARD 'RADUATE 3CHOOL OF %DUCATION #AMBRIDGE -! )NFORMATIONAL ,ETTER ENTITLED
    h!#,3n5332-INISTRYOF%DUCATION#OMMISSIONON%DUCATION v&ALL
     h#OMPUTERS v%DUCATION7EEK $EC 
     h.34!TO0UBLISH3OVIET*OURNAL v%DUCATION7EEK -AY 
    "REEN 4OMh!CADEMYTO'IVE3OVIETS#OMPUTERS v7ASHINGTON4IMES $EC 
    h.EW%XCHANGE3ETFOR53 3OVIET3TUDENTS v%DUCATION7EEK 3EPT 
    ,EE 'ARYh4HE3TUDENTS3URPRISE v7ASHINGTON0OST -AY 
    4HE$ON"ELL2EPORT .OV 
    'ORDON -ICHAEL2h(OUSE0ANEL3EES3OVIET/FlCIALS v.EW9ORK4IMES -AY 
    &EDERAL2EGISTER &EB 

    !PPENDIX88)6

    h/UR#HILDREN4HE$RONESv
    h/UR#HILDREN4HE$RONESvBY!NN(ERZER -! 2EADING3PECIALIST4HISTWO PARTARTICLE
    WASWRITTENINANDISREPRINTEDHEREWITHPERMISSIONOFTHEAUTHOR
    0ART)
    7ITHTAXPAYERSMONEYTHROUGHA.ATIONAL3CIENCE&OUNDATIONGRANT IN2ICHARD)
    %VANSWROTE"&3KINNER4HE-ANAND(IS)DEAS4HEPHILOSOPHYSTATEDINTHISBOOKSHOULD
    BEOFCRITICALINTERESTTOALLPEOPLETHATAREINTERESTEDINEDUCATIONANDVALUETHEINDIVIDUAL
    &OLLOWINGARESOMEDIRECTQUOTESFROM3KINNERINCLUDEDIN%VANSSBOOK
    )COULDMAKEAPIGEONAHIGHACHIEVERBYREINFORCINGITONAPROPERSCHEDULEP
    7HEN)SAYACONCEPTISIRRELEVANT )MEANTHATITHASNOBEARINGONTHEKINDOFANALYSIS
    )AMTRYINGTODEVELOPP
    &ORTHEPURPOSEOFANALYZINGBEHAVIOR WEHAVETOASSUMEMANISAMACHINEP
    9OU CAN INDUCE HIM TO BEHAVE ACCORDING TO THE DICTATES OF SOCIETY INSTEAD OF HIS OWN
    SELlSHINTERESTP
    )TISCONCEIVABLETHATATECHNIQUEOFCONTROLWILLBEDEVELOPEDWHICHCANNOTBEDISCOVERED
    4HEWORDhBRAINWASHINGvISDANGEROUSP
    7EWANTHIM;THESTUDENT=TOCOMEUNDERTHECONTROLOFHISENVIRONMENTRATHERTHANON
    VERBALDIRECTIONSGIVENBYMEMBERSOFHISFAMILYP
    )PREDICTTHATTHECURRICULUMOFTHEFUTUREWILLBEDESIGNEDAROUNDVARIOUSCAPACITIESAND
    ABILITIESRATHERTHANSUBJECTP

    !n

    !n
    )DONTBELIEVEINMENTALDISCIPLINEASSUCH)MMUCHMORECONCERNEDWITHTHESTUDENTS
    SO CALLEDPERSONALITYTRAITSP
    ) SHOULD NOT BOTHER WITH ORDINARY LEARNING THEORY FOR EXAMPLE ) WOULD ELIMINATE MOST
    SENSORY PSYCHOLOGY AND ) WOULD GIVE THEM ;THE STUDENTS= NO COGNITIVE PSYCHOLOGY
    WHATSOEVERP
    )TISNTTHEPERSONWHOISIMPORTANT ITSTHEMETHOD)FTHEPRACTICEOFPSYCHOLOGY;OPERANT
    CONDITIONING= SURVIVES THATS THE MAIN OBJECTIVE )TS THE SAME WITH CULTURAL PRACTICES IN
    GENERALNOONESURVIVESASAPERSONP
    )TDOESBOTHERMETHATTHOUSANDSOFTEACHERSDONTUNDERSTAND BECAUSEIMMEDIATEGAINS
    ARE MORE LIKELY IN THE CLASSROOM THAN IN THE CLINIC 4EACHERS WILL EVENTUALLY KNOWTHEY
    MUSTAND ) AM MORE CONCERNED WITH PROMOTING MY THEORIES IN EDUCATION ;OPERANT
    CONDITIONING=P
    )SHOULDLIKETOSEEOURGOVERNMENTSETUPALARGEEDUCATIONALAGENCYINWHICHSPECIALISTS
    COULDBESENTTOTRAINTEACHERS;INOPERANTCONDITIONING=P

    (AVE THE RADICAL PSYCHOLOGISTS ACHIEVED THEIR GOALS ,ETS TAKE A LOOK AT EXACTLY
    WHATTHEYBELIEVE
    4HE STUDY OF HUMAN EMOTIONS FEELINGS AND INDIVIDUAL WORTH ARE OF NO CONCERN TO
    THESE PSYCHOLOGISTS 4HEY BELIEVE THAT BY SHAPING BEHAVIOR ONE CAN PRODUCE ANY hHUMAN
    MACHINEv THAT SOCIETY NEEDS 3KINNER PROPOSES TO ACHIEVE THIS UTOPIAN GOAL THROUGH THE
    !MERICANSCHOOLSYSTEM
    %VANSASKED3KINNERWHATWOULDHAPPENIFAhHOSTILEGOVERNMENTWERETOGAINCONTROL
    ANDPROCEEDTOSHAPETHEDEVELOPMENTOFCHILDREN PUTTINGSUCHTECHNIQUESTOTALLYINTOUSEv
    3KINNER REPLIED h4HERES NO DOUBT ABOUT IT BUT WHAT ARE YOU GOING TO DO 4O IMPOSE A
    MORATORIUMONSCIENCEWOULDBEWORSTOFALLv7OULDIT
    !.ATIONAT2ISKSTATESTHATh)FANUNFRIENDLYFOREIGNPOWERHADATTEMPTEDTOIMPOSE
    ON !MERICA THE MEDIOCRE EDUCATIONAL PERFORMANCE THAT EXISTS TODAY WE MIGHT WELL HAVE
    VIEWED IT AS AN ACT OF WAR !S IT STANDS WE HAVE ALLOWED THIS TO HAPPEN TO OURSELVESv
    $ID WE $ID THE !MERICAN PEOPLE REALLY KNOW WHAT WAS HAPPENING IN EDUCATION AND TO
    THEIRCHILDREN4HEANSWERISNO
    !NAIVEANDGREATNATIONOFFREEDOM LOVINGPEOPLEHASBEENDECEIVEDBYAhTECHNIQUE
    OF CONTROLv THAT CANNOT BE DISCOVERED BY THE AVERAGE !MERICAN "Y SUBTLE MEANS OF MIND
    MANIPULATIONFROMCLEVERPROPAGANDATECHNIQUESTOOUT AND OUTLIES THE!MERICANPEOPLE
    HAVE BEEN SOLD THESE RADICAL IDEAS METHODS AND TECHNIQUES THAT TRULY PLACE OUR NATION
    ANDOURCHILDRENATRISK
    3KINNER SAID h9OU WILL TEACH YOUR STUDENT AS HE WANTS TO BE TAUGHT BUT NEVER
    FORGET THAT IT IS WITHIN YOUR POWER TO MAKE HIM WANT WHAT YOU WANT HIM TO WANTv )N
    OTHER WORDS A TEACHER CAN PROGRAM AND SHAPE A CHILD INTO BEING ANYTHING THE RADICALS
    DECIDEHESHOULDBE
    0ARENTSAND!MERICANCITIZENSSHOULDBEAWAREOFTHEGOVERNMENT SPONSOREDPROGRAMS
    BEING DISSEMINATED THROUGHOUT THE 5NITED 3TATES BY THE .ATIONAL $IFFUSION .ETWORK 4HE
    .ETWORK WAS ESTABLISHED IN  TO PROMOTE GOVERNMENT APPROVED EDUCATIONAL PROGRAMS
    -ANY OF THESE PROGRAMS ARE SUBTLY DESIGNED WITH BEHAVIORAL PSYCHOLOGY TECHNIQUES THAT



    !PPENDIX88)6
    !n
    COULD TRAIN YOUNG CHILDREN TO AIM FOR LIMITED GOALS OF COMMON LABOR 4HESE PROGRAMS
    PREY ON THE POOR AND MINORITY CHILDREN IN OUR NATION -ANY OF THESE PROGRAMS STARTED
    INTHES
    9OU MIGHT WONDER WHO SELECTS THESE PROGRAMS ! PANEL OF TWENTY TWO SO CALLED
    hEXPERTSv SELECTS THE PROGRAMS AND APPROVES THEM FOR DISSEMINATION BY THE .ETWORK
    4HEY ARE PROMOTED IN A BOOK CALLED %DUCATIONAL 0ROGRAMS 4HAT 7ORK PUBLISHED BY THE
    53$EPARTMENTOF%DUCATION
    ! GREAT NUMBER OF PROGRAMS BEING PROMOTED BY THE .ETWORK STATE IN THE BOOK THAT
    h.O EVIDENCE HAS BEEN SUBMITTED TO OR APPROVED BY THE 0ANELv )T SEEMS THAT EVEN THESE
    GREAT EXPERTS ARE NOT WILLING TO ACCEPT THE RESPONSIBILITY IF THESE GOVERNMENT PROGRAMS
    FAILORSUCCEED
    4HERADICALBEHAVIORALPSYCHOLOGISTSBELIEVEINATOTALLYPLANNEDSOCIETYWITHSOMANY
    ELITETORULE WHILETHEDRONESFOLLOWLIKEPROGRAMMEDROBOTS
    6ERY FEW COLLEGE PROFESSORS TEACHERS SCHOOL BOARD MEMBERS OR THE NEWS MEDIA
    HAVE EVER HEARD OF THE .ATIONAL $IFFUSION .ETWORK AND CERTAINLY THE AVERAGE !MERICAN
    CITIZENISNOTAWAREOFTHE%DUCATIONAL0ROGRAMS4HAT7ORKBOOKORTHEPROGRAMSTHEREIN
    %VERY !MERICAN SHOULD OBTAIN THIS BOOK AND TAKE A LONG LOOK AT JUST WHAT THEIR CHILDREN
    AREBEINGTAUGHTORNOTTAUGHT
    /NE EXPERIMENTAL PROGRAM AFTER ANOTHER HAS BEEN PLACED IN THE !MERICAN CLASSROOM
    OVERTHELASTTWENTYYEARS-ANYOFTHESEPROGRAMSHAVEBEENBROUGHTINTOTHECLASSROOMS
    OVER THE OBJECTIONS OF TEACHERS AND PARENTSTHOSE TEACHERS AND PARENTS WHO UNDERSTOOD
    WHAT WAS HAPPENING 4HESE PROGRAMS HAVE PROLIFERATED TO SUCH AN EXTENT THAT THE SCHOOL
    CHILDHASBECOMEAHUMANGUINEAPIGFORTHESERADICALSWHOPROPOSETOBRINGABOUTTHEGOOD
    LIFEFORTHEWHOLEWORLDBYhBRAINWASHINGv
    7HENISTHELASTTIMEYOUHEARDYOURCHILDRENSPEAKOFTHEh!MERICANDREAMv
    !NUNFRIENDLY hHOSTILEGOVERNMENTvINACTION7ELL MAYBE
    0ART))
    !T TAXPAYERS EXPENSE PREPARATION OF " & 3KINNERS DEHUMANIZING BOOK "EYOND
    &REEDOMAND$IGNITYWASSUPPORTEDBYTHE.ATIONAL)NSTITUTEOF-ENTAL(EALTHGRANTNUMBER
    +n-(n n  3KINNER SUGGESTED THAT hWHAT IS CALLED FOR NOW IS A @TECHNOLOGY OF
    BEHAVIORASYSTEMATICANDSCIENTIlCPROGRAMTOALTERTHENATUREOFMANv
    4HEMAJORTHEMEIN%VANSSBOOKISTHATBECAUSEOFTHECOMPLEXITYOFTHEMODERNWORLD
    WE CAN NO LONGER AFFORD FREEDOM AND DIGNITY THEREFORE THE SCIENTIlC METHOD OF OPERANT
    CONDITIONINGSHOULDBEUSEDTOCONTROLANDSHAPEMANKINDFORTHEGOODOFTHEWORLD
    -ANISCONSIDEREDAhHUMANMACHINEvWITHNOSOUL NOFREEWILL JUSTANUMBERLIKE
    h+n-(n nvTOBEMANIPULATEDBYCHANGEAGENTSAGROUPOFSELF ANOINTED RADICAL
    BEHAVIORAL PSYCHOLOGISTS PROPOSING TO BRAINWASH MAN INTO SUBMISSION TO WHATEVER THEY
    DETERMINETOBETHEBESTFORMANKIND
    4HISISNOTANEWTHEMEINHISTORY)TISOLDERTHANTHE)NQUISITION7HATISNEWINHISTORY
    ISTHATASCIENTIlCMETHODOFBRAINWASHINGDOESEXIST4HE!MERICANSOLDIERIN+OREAAND;THE
    *ONESCULTIN=*ONESTOWN 'UYANAAREONLYTWORECENTEXAMPLESOFTHISFACT
    )FONEWERETOATTEMPTTHISRADICALCHANGE THEMOSTLOGICALPLACETOSTARTTHISSTEP BY STEP
    hTECHNOLOGYOFCONTROLvWOULDBETOSTARTINTHESCHOOLSANDTHEFREEMARKETPLACE

    !n
    !PLANNEDCURRICULUMANDAPLANNEDECONOMYCOULDSTRANGLEANATIONLIKETHE5NITED
    3TATESWITHINAFEWSHORTYEARS ANDHELPTOBRINGABOUThEQUALITYvFORTHEWHOLEWORLD4HIS
    ISCONCEIVABLEIFATECHNIQUEOFCONTROLCOULDBEDEVELOPEDTHATCOULDNOTBEDETECTEDBYTHE
    AVERAGE!MERICAN(ASITHAPPENED*USTLOOKATOURSCHOOLSANDTHEECONOMY(OWMANY
    SMALLCOMPANIESHAVEGONEBROKERECENTLY(OWMANYSMALLFARMERSAREBEINGFORCEDOUT
    OFBUSINESS7HOCONTROLSTHESCHOOLS THEINDUSTRIES THEMEDIA THENATURALRESOURCES AND
    MOREIMPORTANTLY WHOWILLCONTROLTHELANDINTHE5NITED3TATES
    &ORTHEUNREADANDSKEPTICS )MGOINGTOSUGGESTSEVERALBOOKSTHATGIVEACOMPREHENSIVE
    OVERVIEWOF!MERICANEDUCATIONANDTHEEXTENSIVEUSEOFCLASSICALANDOPERANTCONDITIONING
    IN OUR SOCIETY /F COURSE ONE MUST lRST READ 3KINNERS BOOKS TO FULLY UNDERSTAND WHAT
    HEHASPROPOSED
    0ERHAPS THE BEST AND MOST COMPREHENSIVE BOOK WRITTEN THAT TRULY GIVES HISTORICAL
    DOCUMENTATIONFORTHEDECLINEOFOURSYSTEMWASWRITTENBY!UGUSTINE'2UDDINAND
    CALLED"ENDINGTHE4WIG-R2UDDWASCHAIRMANOFTHE%DUCATIONAL#OMMITTEEFORTHE.EW
    9ORK#HAPTEROFTHE3ONSOFTHE!MERICAN2EVOLUTION&ARTOOMUCHBLAMEHASBEENPLACED
    ON*OHN$EWEY INMYOPINION!TLEASTHISEDUCATIONALTHEORIESWERECHILD ORIENTED BUTOF
    COURSETHERADICALPSYCHOLOGISTSWERENOTINVOGUEIN
    !2EPORTOFTHE#OMPTROLLER'ENERALOFTHE5NITED3TATES DATED!PRIL (2$n
    SHOULD BE OBTAINED FROM GOVERNMENT RECORDS AND READ BY ALL !MERICANS 4HE TITLE IS
    h1UESTIONS 0ERSIST ABOUT &EDERAL 3UPPORT FOR $EVELOPMENT OF #URRICULUM -ATERIALS AND
    "EHAVIOR -ODIlCATION 4ECHNIQUES 5SED IN ,OCAL 3CHOOLSv )T APPEARS THAT NOTHING HAS
    BEENDONEABOUTTHEQUESTIONS
    /THERTITLESTHATEVERYONESHOULDREADARE
    4HE0SYCHOLOGICAL3OCIETY -ARTIN'ROSS
    4HOUGHT2EFORMANDTHE0SYCHOLOGYOF4OTALISM 2OBERT*AY,IFTON
    -IND#ONTROL 0ETER3CHRAG
    4HE0EOPLE3HAPERS 6ANCE0ACKARD
    #HANGE!GENTSINTHE3CHOOLS "ARBARA--ORRIS
    "EHAVIOR-OD 0HILIP*(ILTS
    4HE,ITERACY(OAX 0AUL#OPPERMAN
    ,EGAL#HALLENGESTO"EHAVIOR-ODIlCATION 2EED-ARTIN
    7ALDEN4WO "&3KINNER
    4HE3UICIDE#ULT -ARSHALL+ILDUFFAND2ON*AVERS
    3NAPPING &LO#ONWAYAND*IM3IEGELMAN
    "ELOWAREDIRECTQUOTESFROM"EYOND&REEDOMAND$IGNITY
    7HY SHOULD ) CARE WHETHER MY GOVERNMENT OR MY FORM OF GOVERNMENT SURVIVES LONG
    AFTERMYDEATH
    7HYSHOULD)BECONCERNEDABOUTTHESURVIVALOFAPARTICULARKINDOFECONOMICSYSTEM
    ! REMOTE PERSONAL GOOD BECOMES EFFECTIVE WHEN A PERSON IS CONTROLLED FOR THE GOOD
    OF OTHERS AND THE CULTURE WHICH INDUCES SOME OF ITS MEMBERS TO WORK FOR ITS SURVIVAL
    BRINGS AN EVEN MORE REMOTE CONSEQUENCE TO BEAR )T IS A MATTER OF THE GOOD OF THE
    CULTURE NOTOFTHEINDIVIDUAL



    !PPENDIX88)6
    !n
    !PROGRAMMEDSEQUENCEOFCONTINGENCIESMAYBENEEDED4HETECHNOLOGYHASBEENMOST
    SUCCESSFULWHEREBEHAVIORCANBEFAIRLYEASILYSPECIlEDANDWHEREAPPROPRIATECONTINGENCIES
    CANBECONSTRUCTEDFOREXAMPLE INCHILDCARE SCHOOLS ANDTHEMANAGEMENTOFRETARDATES
    AND INSTITUTIONALIZED PSYCHOTICS 4HE SAME PRINCIPLES ARE BEING APPLIED HOWEVER IN THE
    PREPARATION OF INSTRUCTIONAL MATERIALS AT ALL EDUCATIONAL LEVELS IN PSYCHOTHERAPY BEYOND
    SIMPLEMANAGEMENT INURBANDESIGN ANDINMANYOTHERlELDSOFHUMANBEHAVIOR
    3UCHATECHNOLOGYISETHICALLYNEUTRAL
    )TISNOTDIFlCULTTOSEEWHATISWRONGINMOSTEDUCATIONALENVIRONMENTS ANDMUCHHAS
    ALREADYBEENDONETODESIGNMATERIALSWHICHMAKELEARNINGASEASYASPOSSIBLE

    )N0ART)OFh/UR#HILDREN4HE$RONESv)QUOTEDSOMEOFTHECHANGEAGENTSANDHOW
    THEYPROPOSEDTOBRINGABOUTTHECHANGEINSOCIETYANDEDUCATION
    4HIS NEXT ARTICLE WILL DEAL WITH ACTUAL ENACTMENT OF THE METHODS AND PROGRAMS AND
    HOW THEY ARE BEING PROMOTED BY THE 5NITED 3TATES $EPARTMENT OF %DUCATION THROUGH THE
    .ATIONAL$IFFUSION.ETWORK
    4HElRSTPROGRAM)MGOINGTOTELLYOUABOUTISTHEONETHATSTARTEDWHAT)NOWREFERTO
    ASMYhSEARCHFORFREEDOMANDDIGNITYvFORMYSELF CHILDREN ANDTEACHERS4HElRSTPROGRAMIS
    KNOWNAS4HE%XEMPLARY#ENTERFOR2EADING)NSTRUCTION4HEWORDhREADINGvISAMISNOMER
    4HISPROGRAMISPUREOPERANTCONDITIONINGINTHEBESTTRADITIONOF"&3KINNER
    )N )WASWORKINGINA4ITLE)PROGRAMIN0HOENIX !RIZONA/URPROGRAMWASONE
    OFFORTYTHATHADBEENSELECTEDASOUTSTANDINGPROGRAMSINTHE5NITED3TATES4HEGOVERNMENT
    WASDOINGATHREE YEARSTUDYONFORTYPROGRAMS4HESTUDYWASCALLEDTHEh3USTAINING%FFECTS
    3TUDYv)ASSUMEDTHATSTUDYWASBEINGDONESOOURPROGRAMANDTHEOTHERSUCCESSFULONES
    COULDBEUSEDASEXAMPLESFORTHERESTOFTHECOUNTRY
    /UR PROGRAM WAS BASED ON AN INDIVIDUALIZED DIAGNOSTIC PROGRAM FOR EACH CHILD 4HE
    CHILDSREADINGANDMATHNEEDSWEREDETERMINEDANDWEWERETAUGHTTOREMEDIATETHESPECIlC
    NEEDSINEACHCHILDSAREAOFWEAKNESS WHILETRYINGTOBUILDONTHECHILDSSTRONGAREASAS
    WELL7EWEREPROUDTOHAVEBEENSELECTEDASONEOFTHEINNOVATIVEPROGRAMSINTHENATION
    0ARTOFOURPROGRAMALSOCALLEDFORCONTINUOUSTRAININGINOURAREAOFSPECIALIZATION-INEWAS
    READING)WASALSOAMEMBEROFTHEPARENTADVISORYCOMMITTEE
    )NEARLY OURPRINCIPAL 4ITLE)SUPERVISOR ANDASSISTANTSUPERINTENDENTOFSCHOOLS
    FORTHEDISTRICTMETWITHTHE4ITLE)TEACHERSANDPROPOSEDAWEEK LONGWORKSHOPBASEDONA
    MASTERYTEACHINGANDLEARNINGTHEORY1UITEASALESPITCHWASGIVENFORTHEMETHODANDTHE
    DIRECTOR-YPRINCIPALSAIDHEHADKNOWNHERFORSEVERALYEARSANDTHATSHEWASAPERSONAL
    FRIEND OF A PROMINENT CHURCH AND BUSINESS LEADER IN OUR COMMUNITY 3INCE HIS DAUGHTER
    WAS A PERSONAL FRIEND OF MINE AND HE IS HIGHLY RESPECTED AS A CHURCH AND COMMUNITY
    LEADER THISWASAGOODSELLINGPOINTFROMMYPOINTOFVIEW!NOTHERSELLINGPOINTWASTHE
    LIMITED COST OF THE WORKSHOP AND THE TRAINING WOULD INCLUDE THE 4ITLE ) AIDES AND SOME
    OFTHECLASSROOMTEACHERSASWELL
    4HE TIME ARRIVED FOR THE WORKSHOP AND SUBSTITUTE TEACHERS WERE OBTAINED FOR THE
    TEACHERS 4HE TRAINING SESSION WAS HELD AT THE DISTRICT OFlCE /UR TRAINERS NAME WAS -RS
    #URRINGTONFROM(AWKINS 4EXAS
    7EWERETOMEETFROMAMTOPMEVERYDAY -ONDAYTHROUGH&RIDAY7EWERE
    TOLDTHATIFWECOULDNOTKEEPTHOSEHOURSANDATTENDEVERYDAY NOTTOATTENDTHEWORKSHOP

    !n
    )THOUGHTTHATWASRATHERSTRANGE BUTSAIDNOTHINGATTHETIME
    /NE OF OUR TEACHERS 3HERRI ????? HAD SMALL CHILDREN AND WAS HAVING A PROBLEM
    WITH ADJUSTING THE HOURS WITH BABY SITTERS 3INCE HER HUSBAND WAS A MEDICAL DOCTOR
    SHE COULD NOT DEPEND ON HIM FOR BEFORE AND AFTER SCHOOL CARE 3HE ASKED IF SHE COULD
    COME LATE AND LEAVE EARLY ON SOME DAYS 3HE WAS TOLD NO AND THAT IT WAS HER PROBLEM
    TOWORKOUT3OMEHOWSHEDID
    /N-ONDAYWHENWEARRIVEDATTHEDISTRICTOFlCE WEFOUNDOURTABLESARRANGEDINA
    5SHAPEWITH-RS#URRINGTONATTHEHEAD7EWERENEVERINTRODUCEDTOHER NORWEREANY
    WORDSOFWELCOMEEXTENDED3HESTARTEDTOTEACH AND)STARTEDTOTAKENOTES-YSUPERVISOR
    TOLDMENOTTOTAKENOTES THATALLTHEINFORMATIONWOULDBESUPPLIEDLATER)THOUGHTTHISWASA
    VERYSTRANGEARRANGEMENT BUT)STOPPEDTAKINGNOTESFORTHETIMEBEING
    4WO HOURS INTO THE PROGRAM ) WHISPERED TO 3HERRI h*UST WHAT IN THE ;H = IS THISv
    "Y THIS TIME THEY HAD HANDED OUT A MASSIVE WORKBOOK THAT MADE NO SENSE WHATSOEVER
    3HERRI POINTED OUT THAT NO METHOD OR PHILOSOPHY WAS STATED IN THE BOOK AND ASKED ME
    IF)THOUGHTTHISWASSTRANGE
    7HEN WE BROKE FOR LUNCH ) MET ONE OF OUR OUTSTANDING CLASSROOM TEACHERS IN THE
    RESTROOMANDSHEWASINTEARS3HESAID h!NN )DONTKNOWWHATISWRONGWITHME)HAVE
    NEVERREACTEDTOANYTHINGLIKETHISBEFOREv)SAID h$EANNA THISISTHEWORSTTHING)HAVEEVER
    BEENEXPOSEDTOv3HESAID h-ETOO)JUSTTHOUGHTITWASMEv
    3EVERALTEACHERSHADLUNCHTOGETHERANDWEWEREALLVERYALARMEDABOUTTHEWORKSHOP
    /NEOLDTIMERSAID h4HISISJUSTANOTHERPROGRAMTHATWEHAVETOPUTUPWITHWEHAVEHAD
    ONEAFTERTHEOTHERFORSEVERALYEARS7EJUSTLEARNONEMETHODANDPROGRAM THENTHEYBRING
    INANOTHERONE4HISWILLPASSLIKEALLTHERESTv
    3INCETWOHOURSCREDITWASBEINGOFFEREDBY5#,!AT$AVIS SOMEOFTHETEACHERSASKED
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    !n
    !PPENDIX886
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    !PPENDIX886)

    h3HAMANISTIC2ITUALSIN%FFECTIVE3CHOOLS
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    !PPENDIX886)
    !n
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    )MPORTANT3HAMANISTIC2ITUALS
    )T HAS ALREADY BEEN SUGGESTED THAT SHAMANISTIC RITUALS ARE DESIGNED TO CURE ILLS
    DIVINE THE UNKNOWN AND CONTROL UNCERTAIN EVENTS )N THIS SECTION OF THE PAPER THREE
    PROMINENT EFFECTIVE SCHOOLS RITUALS ARE DISCUSSED AND THEIR RELATIONSHIP TO THE CENTRAL
    FUNCTIONSOFMAGICAREILLUSTRATED
    #URING)LLSWITH,ITERATURE2EVIEWS
    7E BEGIN WITH ONE OF THE MOST COMMON SHAMANISTIC RITUALS IN THE EFFECTIVE SCHOOLS



    !PPENDIX886)
    !n
    MOVEMENT THE GLOWING LITERATURE REVIEW THAT PROMISES RELIEF FROM THE CURRENTLY PERVASIVE
    SENSE THAT EDUCATIONAL INSTITUTIONS ARE IN POOR ORGANIZATIONAL HEALTH -ILLERS 
     REVIEW ILLUSTRATES THE GENERAL FORM OF THIS RITUAL h.OT SO LONG AGO THE CONVENTIONAL
    WISDOM REGARDING !MERICAN SCHOOLS WAS THAT @SCHOOLS DO NOT MAKE A DIFFERENCE 9ET
    TODAYTHEMESSAGEOFRESEARCHISPRIMARILYPOSTIVE;SIC=ANDUPBEATSCHOOLSCANMAKE
    ADIFFERENCEv-ILLER  
    ! CLOSER LOOK ILLUSTRATES THE CONSISTENT DRAMATIC FORM USED BY REVIEWERS TO AFFECT THE
    PROMISEOFACURE&IRST THEAUTHORSCONTRASTTHEDISMALTRADITIONOFSCHOOLEFFECTSRESEARCH
    WITHhMORERECENTvANDMOREPOSITIVESTUDIESOFEFFECTIVESCHOOLS4HISISFOLLOWEDBYTHE
    CITATIONOFAHOSTOFPREVIOUSLYUNPUBLISHEDANDOBSCURESTUDIESWHICHAREOFTENNOTHINGMORE
    THAN OTHER POSITIVE LITERATURE REVIEWS 4HE lNAL STEP IS A GRANDIOSE CONCLUDING STATEMENT
    WHICHMOSTOFTENCALLSONPRACTITIONERSTOADOPTTHENEWDISCOVERIES
    7ESPECULATETHATTHESERITUALSHAVETHEIRMOSTDRAMATICEFFECTONNAVEINDIVIDUALSWHO
    HAVELITTLETIMEORINCLINATIONTOFOLLOW UPFOOTNOTESORREADWORKSCITEDINTHETEXT ORON
    THOSEWHOHAVELITTLETOLERANCEFORTHEAMBIGUITYTHATMARKSTRUESCIENTIlCDEBATE,ACKINGA
    SYSTEMATICUNDERSTANDINGOFTHESCIENTIlCPROSANDCONSOFEFFECTIVESCHOOLSRESEARCH NAVE
    INDIVIDUALSARELEFTONLYWITHTHEPOWERFULANDAPPEALINGRHETORICOFTHEREVIEWERS4HUSIT
    ISTHATRESEARCHONEFFECTIVESCHOOLSHASCOMETOBESEENASAhCUREvFOREDUCATIONALILLSTHE
    LESS IT HAS BEEN PUBLISHED IN SCHOLARLY JOURNALS AND THE MORE IT HAS BEEN DISSEMINATED IN
    PRACTITIONER MAGAZINES 4HE EXPERIENCES SHAMAN KNOWS TO AVOID THE SCRUTINY OF SCHOLARS
    FOR THIS CAN RAISE OBJECTIONS TO THE hSCIENTIlCv BASIS OF RITUAL CLAIMS AND DIVERT ATTENTION
    AWAY FROM THE APPEALING RHETORIC )NSTEAD THE SHAMAN CULTIVATES THE PRACTITIONER WHO
    NEEDSASIMPLEANDAPPEALINGFORMULA
    $IVININGTHE5NKNOWN5SING/UTLIERS
    7HILETHELITERATUREREVIEWRITUALCANBEOBSERVEDEQUALLYWELLBYBOTHQUALITATIVEAND
    QUANTITATIVE SPECIALISTS A SECOND RITUAL DESIGNED TO DIVINE THE UNKNOWN IS THE EXCLUSIVE
    DOMAINOFQUANTITATIVERITUALISTS4HERITUALUSESRESIDUALSFROMAREGRESSIONANALYSISTOIDENTIFY
    hEFFECTIVEvSCHOOLSANDTOCONTRASTTHEMWITHhINEFFECTIVEvSCHOOLS4HEPURPOSEISTODIVINE
    ANANSWERTOTWONAGGINGQUESTIONSINSCHOOLEFFECTIVENESSRESEARCHWHICHARETHEEFFECTIVE
    SCHOOLSINASYSTEMANDWHATARETHESESCHOOLSDOINGTHATMAKESTHEMDIFFERENT
    4HETECHNIQUESINVOLVEDINTHISRITUALHAVEBEENDESCRIBEDBEFORESEE 2OWANETAL
      ! REGRESSION EQUATION PREDICTING SCHOOL ACHIEVEMENT FROM SCHOOL SOCIOECONOMIC
    COMPOSITION IS TESTED AND ERRORS OF PREDICTION ARE CALCULATED 4HE ERRORS OR RESIDUALS
    ARE USED TO IDENTIFY hEFFECTIVEv AND hINEFFECTIVEv SCHOOLS AND FORM SAMPLES FOR CONTRASTED
    GROUPS STUDIES 4HE RITUAL ALMOST ALWAYS STRONGLY SUPPORTS THE RHETORICAL POSTURE OF THE
    RITUAL LITERATURE REVIEW 3INCE PREDICTOR VARIABLES NEVER ACCOUNT FOR ALL OF THE VARIANCE IN
    SCHOOL LEVELACHIEVEMENT ANANALYSISOFRESIDUALSWILLALWAYSDEMONSTRATETHATSCHOOLSDIFFER
    INACHIEVEMENTEVENAFTERCONTROLLINGFORSOCIOECONOMICCOMPOSITION4HUSANYEXPERIENCED
    SHAMANCANlNDhEFFECTIVEvSCHOOLS3ECOND IFASHAMANASKSALARGENUMBEROFQUESTIONS
    ANUMBEROFSTRUCTURALANDCULTURALDIFFERENCESBETWEENEFFECTIVEANDINEFFECTIVESCHOOLSCAN
    BEFOUND4HUS THEOUTLIERSRITUALNOTONLYIDENTIlESTHEPREVIOUSLYUNRECOGNIZEDhEFFECTIVEv
    SCHOOLS ITALSOREVEALSFORTHElRSTTIMEWHYTHESESCHOOLSATTAINEFFECTIVENESS
    &ROMAMAGICIANSSTANDPOINT THISRITUALSPOWERCANBEINCREASEDINANUMBEROFWAYS
    &IRST THE WORSE THE SPECIlCATION OF THE INITIAL REGRESSION MODEL THE MORE PERSUASIVE THE
    RITUAL&OREXAMPLE BYFAILINGTOINCLUDEALLMEASURESOFSCHOOLSOCIOECONOMICCOMPOSITION

    !n
    ASHAMANCANINCREASETHERESIDUALACHIEVEMENTDIFFERENCESBETWEENSCHOOLS4HIS INTURN
    ENHANCES CLAIMS THAT hEFFECTIVEv SCHOOLS MAKE A DIFFERENCE TO ACHIEVEMENT -OREOVER TO
    THE EXTENT THAT SCHOOL CHARACTERISTICS ARE CORRELATED TO OMITTED SOCIOECONOMIC PREDICTORS
    MISSPECIlCATION ;SIC= ENHANCES THE LIKLIHOOD ;SIC= THAT DIFFERENCES IN SCHOOL CHARACTERISTICS
    WILLBEFOUNDBETWEENhEFFECTIVEvANDhINEFFECTIVEvGROUPSOFSCHOOLS4HUS THEWORSETHE
    INITIALREGRESSIONMODEL THEMOREPOWERFULTHESHAMANISTICRITUAL
    !RELATEDTACTICISTOUSEAGGREGATEMODELS"YUSINGSCHOOLSRATHERTHANINDIVIDUALSAS
    THEUNITOFANALYSIS PROPORTIONSOFVARIANCEINACHIEVEMENTEXPLAINEDBYSCHOOLMANAGEMENT
    ANDCULTUREAREINCREASED)NBETWEEN SCHOOLANALYSES SCHOOLSCANBESEENTOACCOUNTFOR
    NEARLYOFTHEVARIANCEINACHIEVEMENT"UTINBETWEEN INDIVIDUALANALYSES THISISREDUCED
    TOABOUT4HUS EFFECTIVESCHOOLSRITUALISTSHAVEBEENABLETOINmATETHEIRCLAIMSOFSCHOOL
    EFFECTSTHROUGHASIMPLEAGGREGATIONTRICKSEE!LEXANDERAND'RIFlN  
    4HE EXPERIENCED SHAMAN ALSO AVOIDS CERTAIN PRACTICES &OR EXAMPLE IT IS WISE NOT TO
    REPEATTHERESIDUALSRITUALINTHESAMEPOPULATION FORTHISHIGHLIGHTSTHELOWCORRELATIONOF
    RESIDUALSOVERTIMEANDRAISESQUESTIONSABOUTMEASUREMENTRELIABILITY)TISMUCHWISERTO
    DEMONSTRATERELIABILITYBYUSINGTHECONVENTIONAL ANDCROSS SECTIONAL hSPLITHALFvPROCEDURE
    OFPSYCHOMETRICIANSSEE &ORSYTHE  3IMILARLY AFTERAFEWPERFORMANCESOFTHERESIDUALS
    RITUAL AND THE ASSOCIATED CONTRASTED GROUP STUDY IT BECOMES POSSIBLE TO IGNORE PROBLEMS
    OFVALIDATION4HUS ASTIMEMOVESON THEWISESHAMANAVOIDSACHIEVEMENTDATAANDTHE
    RESIDUALSRITUALENTIRELY ANDINSTEADASSESSESSCHOOLSONTHEDEGREETOWHICHTHEIRSTRUCTURES
    MATCHTHOSEOFPREVIOUSLYIDENTIlEDhEFFECTIVEvSCHOOLS
    #ONTROLLING5NCERTAINTYTHROUGH-EASUREMENT
    !lNALSHAMANISTICRITUALINTHEEFFECTIVESCHOOLSMOVEMENTREQUIRESTHESHAMANTOHAVE
    ADVANCEDTRAININGINTHEARTOFPSYCHOMETRICS4HERITUALISPARTICULARLYSUITEDTOAPPLICATION
    INURBANORLOWPERFORMINGSCHOOLSYSTEMSWHERESUCCESSFULINSTRUCTIONALOUTCOMESAMONG
    DISADVANTAGEDSTUDENTSAREHIGHLYUNCERTAINBUTWHEREMOBILIZEDPUBLICSDEMANDIMMEDIATE
    DEMONSTRATIONSOFSUCCESS4HEUNCERTAINTIESFACEDBYPRACTITIONERSINTHISSITUATIONCANEASILY
    BEALLEVIATEDBYWHATSCHOLARSHAVEBEGUNTOCALLhCURRICULUMALIGNMENTv
    4HIS RITUAL BEGINS WITH AN ANALYSIS OF WHAT IS ACTUALLY BEING TAUGHT IN SCHOOLS 4HE
    SHAMAN CONDUCTING THE RITUAL ASSEMBLES A GROUP OF LOCAL PRACTITIONERS AND TOGETHER THEY
    LISTINSTRUCTIONALOBJECTIVESFOREACHGRADELEVEL4HENEXTSTEPISTOlNDACHIEVEMENTTESTS
    THAT ASK QUESTIONS RELATED TO THESE OBJECTIVES 4O THE EXTENT THAT TEST ITEMS MATCHING LOCAL
    OBJECTIVESAREFOUND EITHERINCOMMERICALLY;SIC=PREPAREDTESTSORINLOCALLYCONSTRUCTEDONES
    ANDTOTHEEXTENTTHATTHESEITEMSAREUSEDINACHIEVEMENTTESTINGRATHERTHANTHEHAPHAZARD
    COLLECTIONOFITEMSCONTAINEDINMOSTCOMMERICALLY;SIC=PREPAREDTESTS THECURRICULUMAND
    TESTINGSYSTEMSOFTHELOCALSCHOOLARESAIDTOBEhALIGNEDv
    3INCEITISKNOWNTHATATLEASTSOMEVARIANCEINSTUDENTACHIEVEMENTISAFUNCTIONOF
    STUDENTS;SIC=OPPORTUNITYTOLEARNWHATISTESTEDINCRITERIONMEASURES#OOLEYAND,EINHARDT
     THEALIGNMENTRITUALCANHAVEIMMEDIATEEFFECTSONPERCEPTIONSOFEFFECTIVENESS&OR
    EXAMPLE A SCHOOL SYSTEM MOVING FROM AN UNALIGNED COMMERCIALLY PREPARED ACHIEVEMENT
    TESTTOANALIGNEDONECANEXPECTTHATITWILLSCOREHIGHERONNATIONALNORMSTHANBEFORE"UT
    THISINCREASEDhEFFECTIVENESSvDOESNOTOCCURBECAUSESTUDENTSARELEARNINGMOREORDIFFERENT
    THINGS )N THE TYPICAL ALIGNMENT CEREMONY ONLY TEST ITEMSNOT INSTRUCTIONARE CHANGED
    .EVERTHELESS WHILE STUDENT LEARNING REMAINS UNCHANGED ALIGNMENT ALLOWS STUDENTS TO
    PRACTICECRITERIONMEASURESANDACHIEVEHIGHERTESTSCORES THUSGIVINGTHEMANADVANTAGE



    !PPENDIX886)
    !n
    OVERCOMPARABLESTUDENTSINUNALIGNEDSCHOOLSYSTEMS
    !NEVENMOREPOWERFULDEMONSTRATIONOFINSTRUCTIONALEFFECTIVENESSCANBEACHIEVEDIF
    SHAMANSAVOIDTHESTANDARDPSYCHOMETRICPRACTICEOFDESIGNINGNORM REFERENCEDACHIEVEMENT
    TESTS AND MOVE INSTEAD TOWARD CRITERION REFERENCED TESTS !S 0OPHAM AND (USEK 
    DISCUSSED THE TYPICAL NORM REFERENCED ACHIEVEMENT TEST ELIMINATES ITEMS THAT NEARLY ALL
    STUDENTS IN A POPULATION CAN ANSWER CORRECTLY SINCE NORM REFERENCED TESTS ARE DESIGNED
    TO PRODUCE BETWEEN STUDENT VARIANCE IN ACHIEVEMENT SCORES "UT IF ONE NEGLECTS THIS
    PRACTICE AND ALLOWS ITEMS THAT ALMOST EVERYONE CAN ANSWER CORRECTLY TO BE INCLUDED
    IN ACHIEVEMENT TESTS A LARGER NUMBER OF STUDENTS WILL APPEAR TO BE PERFORMING MORE
    SUCCESSFULLYINTHEIRACADEMICS
    4HUS THEARTOFMEASUREMENTCANBEUSEDASANAIDTOSHAMANISM ESPCIALLY;SIC=IN
    URBAN SCHOOLS PLAGUED BY THE UNCERTAINTIES OF STUDENT PERFORMANCE 3TUDENT VARIABILITY IN
    PERFORMANCECANBEREDUCED ANDRELATIVEPERFORMANCEINCREASED NOTBYCHANGINGINSTRUCTIONAL
    OBJECTIVESORPRACTICES BUTSIMPLYBYCHANGINGTESTSANDTESTINGPROCEDURES
    #ONCLUSION
    4HEANALYSISOFSPECIlCSHAMANISTICRITUALSINTHEEFFECTIVESCHOOLSMOVEMENTRAISESA
    NUMBEROFIMPORTANTQUESTIONSABOUTTHERELATIONSHIPOFAPPLIEDSCIENCETOPRAGMATICACTION
    -OST IMPORTANTLY IT SUGGESTS THAT FUTURE STUDIES OF hSCIENCEv AS MAGIC ARE NEEDED 4HERE
    ISANEEDTOBEGINTOCHARTOTHERRITUALSUSEDBYAPPLIEDSCIENTISTSTODISARMENEMIES CURE
    ILLS ANDDIVINETHEUNKNOWN-OREOVER THEREISANEEDTOSTUDYTHECONDITIONSUNDERWHICH
    THESEMAGICALPRACTICESSPREADTHROUGHPRACTITIONERPOPULATIONS5SINGTHISPERSPECTIVE MUCH
    OF THE LITERATURE ON ORGANIZATIONAL CHANGE AND APPLIED RESEARCH CAN BE REWRITTEN FROM AN
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    !TTHESAMETIME THEREISANEEDTOCAREFULLYANALYZETHESCIENCEOFMAGIC4HERECANBE
    LITTLEDOUBTTHAT-ALINOWSKIS OBSERVATIONSABOUTPREMODERNMAGICWILLRINGTRUE
    FORMANYOBSERVERSOFCURRENTAPPLIEDRESEARCHINEDUCATION
    WHENTHESOCIOLOGISTAPPROACHESTHESTUDYOFMAGICHElNDSTOHISDISAPPOINTMENTAN
    ENTIRELYSOBER PROSAIC EVENCLUMSYART ENACTEDFORPURELYPRACTICALREASONS GOVERNEDBY
    CRUDEANDSHALLOWBELIEFS CARRIEDOUTINASIMPLEANDMONOTONOUSTECHNIQUE

    9ETTHIShCLUMSYvARTSOMETIMESACHIEVESGREATEFFECTSINPRACTITIONERCOMMUNITIESANDMAY
    EVEN HAVE SOME EMPIRICAL MERIT AND THIS RAISES THE APPEALING PROMISE THAT APPLIED SOCIAL
    SCIENTISTSCANSOMEDAYDEVELOPSHAMANISTICRITUALSTHATEMPIRICALLYhWORKv
    2EFERENCES
    !LEXANDER + AND , 'RIFFIN 3CHOOL DISTRICT EFFECTS ON ACADEMIC ACHIEVEMENT A
    RECONSIDERATION!MERICAN3OCIOLOGICAL2EVIEW   n
    !VERCH (!ETAL(OWEFFECTIVEISSCHOOLING!CRITICALREVIEWOFRESEARCH%NGLEWOOD
    #LIFFS .*%DUCATIONAL4ECHNOLOGY0UBLICATIONS 
    #OLEMAN *3 ET AL %QUALITY OF EDUCATIONAL OPPORTUNITY 7ASHINGTON $# 53
    $EPARTMENTOF(EALTH %DUCATIONAND7ELFARE 
    #OOLEY 77 AND ' ,EINHARDT 4HE INSTRUCTIONAL DIMENSIONS STUDY %DUCATIONAL
    %VALUATIONAND0OLICY!NALYSIS  n
    #LARK 4!AND$-C#ARTHY3CHOOLIMPROVEMENTIN.EW9ORK#ITYTHEEVOLUTIONOFA

    !n
    PROJECT%DUCATIONAL2ESEARCHER  n
    %DMONDS 2!DISCUSSIONOFTHELITERATUREANDISSUESRELATEDTOEFFECTIVESCHOOLING3T,OUIS
    #%-2%, )NC ;SIC=
    %DMONDS 2%FFECTIVESCHOOLSFORTHEURBANPOOR%DUCATIONAL,EADERSHIP A  n
    %DMONDS 2!CONVERSATIONWITH2ON%DMONDS%DUCATIONAL,EADERSHIP B  n
    %VANS0RITCHARD %4HEORIESOFPRIMITIVERELIGION,ONDON#AMBRIDGE0RESS 
    &ORSYTHE 2!3OMEEMPIRICALRESULTSRELATEDTOTHESTABILITYOFPERFORMANCEINDICATORSIN$YERS
    STUDENTCHANGEMODELOFANEDUCATIONALSYSTEM*OURNALOF%DUCATIONAL-EASUREMENT 
     n
    'LUCKMAN -2ITUALSOFREBELLIONIN3%!FRICA,ONDON/XFORD0RESS 
    'OODLAD *)!0LACECALLEDSCHOOL.EW9ORK-C'RAW(ILL 
    (YMAN (( #7RIGHTAND#2EED4HEENDURINGEFFECTSOFEDUCATION#HICAGO5NIVERSITYOF
    #HICAGO0RESS 
    *ACKSON 07,IFEINCLASSROOMS.EW9ORK(OLT 2INEHARTAND7INSTON 
    *ENCKS #,ETAL)NEQUALITYAREASSESSMENTOFTHEEFFECTSOFFAMILYANDSCHOOLINGIN!MERICA
    .EW9ORK"ASIC"OOKS 
    ,ORTIE$3CHOOLTEACHER#HICAGO5NIVERSITYOF#HICAGO0RESS 
    -ALINOWSKI "-AGIC SCIENCEANDRELIGION'LENCOE&REE0RESS 
    -AUSS-AND((UBERT/NMAGICANDTHEUNKNOWN)N 0ARSONS 4ETALEDS 4HEORIESOF
    SOCIETY ))'LENCOE&REE0RESS 
    -EYER *AND"2OWAN&ORMALSTRUCTUREASMYTHANDCEREMONY!MERICAN*OURNALOF3OCIOL
    OGY   n
    -EYER *AND"2OWAN4HESTRUCTUREOFEDUCATIONALORGANIZATIONS)N--EYERETAL %NVIRON
    MENTSANDORGANIZATIONS3AN&RANCISCO*OSSEY"ASS
    -ILLER 3!HISTORYOFEFFECTIVESCHOOLSRESEARCH!CRITICALREVIEW0APERPRESENTEDATTHEANNUAL
    MEETINGOFTHE!MERICAN%DUCATIONALRESEARCH;SIC=!SSOCIATION -ONTREAL !PRIL 
    -IRACLE !74HEMAKINGOFSHAMANSANDAPPLIEDANTHROPOLOGISTS0RACTICING!NTHROPOLOGY
      n
    /GDEN % 7&OWLERAND$+UNZ!STUDYOFSTRATEGIESTOINCREASESTUDENTACHIEVEMENTINLOW
    ACHIEVINGSCHOOLS0APERPRESENTEDATTHEANNUALMEETINGOFTHE!MERICAN%DUCATIONAL2ESEARCH
    !SSOCIATION .EW9ORK -ARCH 
    0OPHAM 7AND((USEK)MPLICATIONSOFCRITERIONREFERENCEDMEASUREMENT*OURNALOF%DU
    CATIONAL-EASUREMENT   n
    2OWAN " 3"OSSERTAND$$WYER2ESEARCHONEFFECTIVESCHOOLSACAUTIONARYNOTE%DUCA
    TIONAL2ESEARCHER   n
    3HOEMAKER * 7HAT ARE WE LEARNING %VALUATING THE #ONNECTICUT SCHOOL EFFECTIVENESS PROJECT
    0APERPRESENTEDATTHEANNUALMEETINGOFTHE!MERICAN%DUCATIONAL2ESEARCH!SSOCIATION
    .EW9ORK -ARCH 
    7ALLACE !2EVITALIZATIONMOVEMENTS!MERICAN!NTHROPOLOGIST   n
    ;%D.OTE7ESHALLFOREVERBEGRATEFULTO"RIAN2OWANFORCRAFTINGSUCHANEYE OPENINGPRESENTATION
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    2ESEARCHANDMANYOTHERPROGRAMS LIKE/"% MASTERYLEARNINGANDDIRECTINSTRUCTIONTHROUGH
    MANIPULATEDORhMASSAGEDvRESEARCHDATA(ISEXPOSOFTHEUSEOFALIGNMENTOFCURRICULUMTOTEST
    INGTOCREATEANILLUSTIONOFIMPROVEDPERFORMANCEOFSCHOOLSISQUITEPHENOMENALFORSOMEONESO
    INVOLVEDINTHESPREADOF/"%TOhALLSCHOOLSINTHENATIONv=

    !PPENDIX886))

    h"IG"AD#OWSAND#ARS
    'REEN5TOPIANISM%NVIRONMENTAL/UTCOMESv
    h"IG "AD #OWS AND #ARS 'REEN 5TOPIANISM  %NVIRONMENTAL 1UALITY v BY 3ARAH ,ESLIE
    FROM THE &REE 7ORLD 2ESEARCH 2EPORT 6OL  .O  *UNE  2EPRINTED IN ITS ENTIRETY
    WITHPERMISSIONOFAUTHOR
    4HE PROBLEM WITH COWS AND CARS IT SEEMS IS WITH THEIR WELL ER EMISSIONS "OTH ARE
    SUPPOSEDLYRESPONSIBLEFORWREAKINGHAVOCONTHEPLANET%ARTHSPELLEDWITHACAPITALh%v
    TOSUGGESTRESPECTANDhREVERENCEv BECAUSEOFTHEIR#/OUTPUTFORONEAMATTEROFLIFE FOR
    THEOTHERAMANNEROFMECHANIZATION
    4HEYBOTHHAVETOGO4HISMEANSTRACTORS TOO OFCOURSE4HEGOALSFORSUSTAINABILITY
    ACCORDINGTOTHELATESTENVIRONMENTALCRAZEWHICHWEHAVEDUBBEDh'REEN5TOPIANIANISMv
    REQUIRE AN ABANDONMENT OF MODERN MATERIAL AFFLUENCE A TRANSFER OF WEALTH TO THIRD
    WORLD COUNTRIES AND UNMISTAKABLY A RETURN TO THE MANUAL PLOW ACCOMPANIED BY A
    VEGETARIANDIET
    7HERECANONElNDSUCHUTOPIANNONSENSE)TISPOPPINGUPWITHINCREASINGFREQUENCY
    IN MAINSTREAM PUBLICATIONS AND CREDIBLE SOUNDING SCIENTIlC DOCUMENTS *EREMY 2IFKINS
    h"EYOND "EEFv CAMPAIGN AND !L 'ORES RECENT BOOK %ARTH IN THE "ALANCE HAVE LENT THE
    NECESSARY PIZAZZ TO LAUNCH A MASSIVE PUBLIC RELATIONS CAMPAIGN ABOUT THE ENVIRONMENTAL
    HAZARDSOFTHESE#/EMISSIONSTHATShGASvFORTHEFOLKSIN2IO,INDA #ALIFORNIA 
    4HEEDUCATIONESTABLISHMENT PRONETOJUMPINGONTHELATESTBANDWAGON ISGOINGGREAT
    GUNS FOR ENVIRONMENTAL EDUCATION %DUCATORS ARE FREQUENTLY PUZZLED AND AMAZED WHEN
    PARENTSOBJECTTOENVIRONMENTALANDGLOBALCURRICULAANDOUTCOMES7HATCOULDBEWRONG
    WITHTHATTHEYASK7ERECOMMENDTHEYREADTHELITERATURE
    4HE2AVE2EVIEW
    7E FOUND THE ABOLISHMENT OF THE COW AND CAR THROUGH READING AN )OWA $EPARTMENT OF
    %DUCATIONDOCUMENT3EVERALYEARSAGO INAPUBLICATIONENTITLED3OCIAL3TUDIES(ORIZONS&ALL
    !n

    !n
     JUSTSUCHAUTOPIANBOOKWASGIVENARAVEREVIEW4HISBOOK ORIGINALLYENTITLED4HE
    &UTUREAS)F)T2EALLY-ATTERED WASRECENTLYRE ISSUEDUNDERANEWTITLE4OWARD!3USTAINABLE
    3OCIETY!N%CONOMIC 3OCIALAND%NVIRONMENTAL!GENDAFOR/UR#HILDRENS&UTUREBY*AMES
    'ARBARINO4HETITLESAYSITALL)TISQUITEANAGENDA
    (EREISTHERAVEREVIEW
    %XCERPTSFROMABOOKTHATISACLASSOFPRACTICALWISDOMONWHATASUSTAINABLESOCIETY
    IS WHYWENEEDTOMOVETOASUSTAINABLESOCIETY ANDWHATASUSTAINABLESOCIETYMIGHT
    LOOKLIKE)TISTHISKINDOFTHINKINGWENEEDTOCONSIDERASWEMOVETOWARDTRANSFORMING
    THE SOCIAL STUDIES )T SEEMS TO ME THAT TEACHING THE hTRANSFORMATIONAL ECONOMICSv OF
    SUSTAINABILITYWOULDBEAMUCHMOREEMPOWERINGANDENLIVENINGPROCESSFOROURSTUDENTS
    THANTHETEXTBOOK MIREShDISMALSCIENCEvAPPROACHTOECONOMICSTHATHASBEENTHENORM
    3OCIAL3TUDIES(ORIZONS P

    )F YOU THINK SUSTAINABILITY IS JUST A NICE NEW TERM TO DESCRIBE MORE ENVIRONMENTALLY
    RESPONSIBLEFARMINGMETHODS THINKAGAIN3USTAINABILITY ATLEASTTOTHENEW'REEN5TOPIANS
    ISANENTIRERESTRUCTURINGOFTHEWAYHUMANSLIVEONTHEPLANET ANDISTHENEWPRIMEDIRECTIVE
    FORTHESURVIVALOFSPECIESMANONLYSOMEWHATINCLUDED 
    4HE)OWA$%PUBLICATIONQUOTED'ARBARINO
    4HIS ENJOYMENT OF OWNING HAVING SPENDING BUYING AND CONSUMING IS A SERIOUS
    THREAT)TTHREATENSOURRELATIONSHIPWITHTHE%ARTHANDOURRELATIONSHIPSWITHEACHOTHER
    PARTICULARLYINOURFAMILIESANDINOUREFFORTSTOPRESERVETHERESOURCESNECESSARYFORSOCIAL
    WELFARE SYSTEMS )T CANNIBALIZES THE PLANET UNDERMINES THE SPIRITUAL ORDER AND LEAVES
    US SCRAMBLING TO lLL THE SOCIAL AND SPIRITUAL VOID WITH POSITIONS )T IS AN ADDICTION PURE
    AND SIMPLE AND OUR CHANCES OF MAKING THE TRANSITION TO A SUSTAINABLE SOCIETY DEPEND
    UPONOUROVERCOMINGITP

    4HE MAJOR CHORE FOR HUMANS ON 'ARBARINOS ANTHROPOMORPHIC %ARTH IS TO MAKE THE
    TRANSITION TO SUSTAINABILITY "UT JUST WHAT DOES (% MEAN BY THIS 7HAT IS THE AGENDA
    OFTHENEW'REEN5TOPIANS
    5TOPIAN3USTAINABILITY
    'ARBARINOSTRANSITIONTOSUSTAINABILITYISAPROCESSLONGONIDEOLOGYANDSHORTONSPECIlCS
    INTYPICALUTOPIANFASHION'ARBARINOSTATES
    /URGOAL REMEMBER ISTHECREATIONOFAMORESUSTAINABLEHUMANCOMMUNITYBASED
    ON COMPETENT SOCIAL WELFARE SYSTEMS JUST AND SATISFYING EMPLOYMENT RELIANCE ON THE
    NONMONETARIZEDECONOMYFORMEETINGMANYNEEDS ANDAPOLITICALCLIMATETHATENCOURAGES
    CULTURALEVOLUTIONANDHUMANDIGNITYP ;EMPHASISADDED=

    'ARBARINOIDENTIlESHIMSELFASAUTOPIANTHROUGHOUTTHEBOOK(ISOPTIMISTICVIEWOF
    THEFUTUREISDEPENDENTUPONHISFAITHTHATTHEHUMANRACEWILLACCEPTSTRINGENTPOPULATION
    CONTROL MEASURES SEVERELY LIMITED TRANSPORTATION AND TRADE EARTH FRIENDLY HOUSING LOCAL
    NEIGHBORHOOD FOOD AND ENERGY PRODUCTION AND GOVERNMENT REGULATED HEALTH AND SOCIAL
    WELFARESERVICES4HESERIOUSNESSOFhOURCOMMONFUTUREvISENOUGHTOWARRANTTHISMASSIVE
    OVERHAULOFTHE7ESTERNLIFESTYLE

    !n
    !PPENDIX886))
    /UR.OT 3O 2AVE2EVIEW
    4HE PREFACE OF 'ARBARINOS BOOK PAGE IX GIVES CREDIT TO !URELIO 0ECCEI AND THE #LUB OF
    2OMEFORTHEhWEALTHOFIDEASANDINFORMATIONABOUTTHEPROSPECTSFORASUSTAINABLESOCIETYv
    4HE #LUB OF 2OME IS BEST KNOWN FOR ITS EARTH SHATTERING ',/"!,  REPORT ,IMITS TO
    'ROWTH  CALLING FOR MASSIVE WORLD WIDE POPULATION CONTROL MEASURES AND MANY
    OTHER CONTROVERSIAL PLANS 4HE #LUB OF 2OME IS ONE OF THOSE INTERNATIONAL ORGANIZATIONS
    THAT THE EXTREME LEFT ESTEEMS INCLUDING THE NATIONAL MEDIA AND THE EXTREME RIGHT VIEWS
    ASONEOFhTHOSEvCONSPIRATORIALGROUPS
    4HE #LUB OF 2OME DOES NOT ADVOCATE FOR A MAINSTREAM REASONABLE APPROACH TO
    ENVIRONMENTALSTEWARDSHIP.OTBYANYSTRETCHOFTHEIMAGINATION)TISANINDISPUTABLEFACT
    THATTHE#LUBOF2OMEISTIEDCLOSELYTOTHEWACKYINTERNATIONAL.EW!GEGROUPSKNOWNAS
    0LANETARY#ITIZENS0LANETARY#ITIZENSSPONSOREDAh7ORLD3YMPOSIUMON)NTERSPECIES
    )NTERDIMENSIONAL#OMMUNICATIONv4HISMEANSCOMMUNICATINGWITHSPECIESNOTOFTHIS
    WORLD !URELIO0ECCEISNAMEHASAPPEAREDON0LANETARY#ITIZENSLETTERHEAD
    !2ETURNTOTHE0LOW
    4RACTORS WILL GO THE WAY OF THE CAR AND THE COW -ANUAL HIGH TECH PLOWS ARE THE WAVE
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    !n
    !PPENDIX886))
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    !n
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    ,IKEMANYOFTHEOTHERNEW'REEN5TOPIANS!L'ORE ESPECIALLY 'ARBARINODENIGRATES
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    ONTHEIRSLOW MOVINGWATERBUFFALOWHOPULLTHEPLOWS PROVIDETHEMENSFAMILIESWITH
    MILK ANDHELPTOCARRYTHEIRBURDENS!NDAMIDTHEGREENOFTHEHILLS INBRIGHTLYCOLORED
    SARISANDNOSERINGS WOMENCUTTHEHIGHGRASSESTOFEEDTHEBUFFALOANDGATHERTHElREWOOD
    WHICH ALONGWITHTHEDRIEDDUNGFROMTHEBUFFALO WILLPROVIDETHElRETOCOOKTHEGRAINS
    HARVESTEDFROMTHElELDSANDTOWARMTHEHOUSESAGAINSTTHEWINTERCOLDSANDDRYTHEM
    DURINGTHEMONSOONS!HUGEHAYSTACKPASSESALONGTHEPATH SEEMINGLYSELF PROPELLED IN
    THATTHEWOMANONWHOSEHEADITRESTSISLOSTENTIRELYFROMVIEW
    )TALLMOVESASIFINSLOWMOTION4IMEISMEASUREDBYTHESUN THESEASONS ANDTHE
    GENERATIONS!CONCHSHELLSOUNDSFROMATINYTEMPLE WHICHHOUSESADEITYWORSHIPEDIN
    THESEHILLS4HESTORIESOFTHISANDOTHERDEITIESARERECITEDANDSUNG ANDTHEYAREHONORED
    BYmOWERSANDFESTIVALSANDFASTS4HEYPROVIDEACONTEXTVASTINITSSCALEOFAEONSOFTIME
    RICHWITHTEACHINGSOFREINCARNATIONANDTHEMORALITYINHERENTINTHEINEVITABLEWORKINGSOF
    KARMA!NDITISTHISCONTEXTTHATGIVESVERTICALMEANINGTOTHESEVILLAGERSLIVESWITHTHEIR
    ENDLESSREPETITIONOFCYCLESOFBIRTHANDDEATHPn

    4HE/THER3IDEOFTHE3TORY
    4HISSCENEISSEDUCTIVE RICHWITHDESCRIPTIONOFPEOPLELIVINGINASUSTAINABLESOCIETYCLOSE
    TOTHE%ARTH(OWEVER THEREISANOTHERSIDETOTHISSTORY)TWOULDBURSTTHEBUBBLEOFTHE

    !n
    UTOPIANSTOHEARIT&URTHER ITWOULDGIVEGREATCREDENCETO#HRISTIANITYASAPOTENTFORCEFOR
    PERSONAL FREEDOM IN THE WORLD 4HIS ALTERNATIVE ACCOUNT COMES FROM A HUMBLE MISSIONARY
    STORY 4HE"AMBOO#ROSS BY(OMER$OWDY
    *USTOVERBEYONDTHEMOUNTAINSWHICHSURROUNDEDTHE3IXTEEN0EAKSLIVEDTHE4RING
    4HEYWERETHEMOSTDIFlCULTOFALLTHEMOUNTAINTRIBESTHAT3AUHADTRIEDTOREACH4HEY
    WERE SHY 7HEN STRANGERS APPROACHED THEY SCURRIED INTO THE FOREST 4HE 4RING WERE THE
    POOREST MOST FEAR RIDDEN TRIBE OF ALL )F 3AUS PEOPLE OFTEN WENT HUNGRY THE 4RING LIVED
    ALWAYSONTHEEDGEOFSTARVATION
    4HEYDIDNOTLIVEINVILLAGES
    4HESPIRITSTHATRULEDTHEMFORBADEONEFAMILYTODIPWATERFROMANOTHERSSOURCE
    ONE OF THEM COULD NOT EVEN LIVE ACROSS THE STREAM FROM AN IN LAW 3O 4RING HOUSES
    WERE SPOTTED SPARSELY FOR LONG DISTANCES ALONG THE MOUNTAIN RIVERS EACH A DESOLATION
    PICTUREOFISOLATION
    #LINGINGTOTHESTEEP STONYSIDESOFMOUNTAINSFORMEREEXISTENCE THE4RINGSHIVERED
    INTHECEASELESSCOLDOFTHEWIND/FTENGUSTSBROKEDOWNTHECORNBEFOREITCOULDCOME
    INTOEAR4HEWETMONSOONBLEWWHENTHEYNEEDEDITTOBEDRY ANDWHENITWASDRYFOR
    TOOLONGTHEYSUFFEREDFROMTHEDROUGHT
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    DEWONTHEGROUND HERETURNEDHOMEWITHOUTWORKINGTHATDAYTOAVOIDACURSE
    )F FORTUNE KEPT HIM AWAY FROM HIS lELD BEYOND THE PLANTING SEASONWELL IT WAS
    EVIDENTTHATTHESPIRITSDIDNOTWANTHIMTOlNDHISFOODINSUCHANEASYWAY
    !ND IF HE DID PLANT HE WAS CAREFUL NOT TO PLANT ENOUGH TO SATISFY HIS NEEDS 4HE
    SPIRITS ALWAYS DEMANDED OF HIM THAT HE SEARCH IN THE FOREST FOR ROOTS AND LEAVES TO EKE
    OUTHISDIET&ORTHISREASONHEWASINCLINEDTOPLANTJUSTENOUGHMOUNTAINRICETOKEEP
    HISALCOHOLJARSFULLP

    4HE "AMBOO #ROSS IS A DESCRIPTIVE ACCOUNT OF HOW PEOPLES LIVES IN THIS TRIBE AND
    OTHERSWERETRULYTRANSFORMEDWHENTHEYWERERELEASEDFROMTHESPIRITUALBONDAGETOTHEIR
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    .EW'REEN5TOPIA
    'REEN5TOPIA THEN MAYBEAPLACESEVERALGENERATIONSHENCEWHEREPEOPLELIVINGINAhSUS
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    BUTTONSFORFOODANDMEDICINE.OONEKNOWSTHECOMPLICATEDMATHANDSCIENCEREQUIREDTO
    PROGRAMTHISBOXBECAUSESHOPKEEPERMATHANDLOGICARENOTTAUGHTANYMORE4HELITTLEBOX
    IS THEREFORE ANOBJECTOFGREATSUPERSTITIONANDMAGIC)TACCURATELYPREDICTSTHEWEATHERAND
    SEEMSTOKNOWALMOSTEVERYTHING
    4HELITTLEBOXISTHECOMPUTER
    'ARBARINOSBOOKWASPROBABLYNEVERABEST SELLER"UTFORTHOSEWHOARESEEKINGTOUNDER
    STANDTHERATIONALE WORLDVIEWANDJUSTIlCATIONFORSUCHARADICALEDUCATIONREFORMPROPOSAL
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    ).$%8

    ).$%8

    ANDh!MERICA0LAN vn
    AND!NITA(OGE 
    BIOGRAPHYOF 
    AND%DUCATIONAL%XCELLENCE.ETWORK 
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    AS'OVERNOROF4ENNESSEE  
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    !LINSKY 3AUL 
    !LIOTO 2OBERT& 
    !LLEN !DRIENNE 
    !LLEN $WIGHT$ 
    !LLEN 2ICHARD 
    !LL/UR#HILDREN,EARNING"ENJAMIN"LOOM 
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    !LLYN $AVID 
    h!LTERNATIVE!SSESSMENTOF3TUDENT!CHIEVEMENT4HE/PEN
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    h!LTERNATIVE&UTURESFOR/UR3OCIETYAND)MPLICATIONSFOR%DU
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    !MERICAS#HOICE(IGH3KILLSOR,OW7AGES   !
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    !MERICAN!SSEMBLY 
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    !MERICAN!SSOCIATIONOF%NTERPRISE:ONES 
    !MERICAN!SSOCIATIONOF3CHOOL!DMINISTRATORS!!3! 
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    WITH#ITIZENSFOR%XCELLENCEIN%DUCATION n
    AND!N%DUCATORS'UIDETO3CHOOLWIDE2EFORM n
    !MERICAN!SSOCIATIONOF3CHOOL,IBRARIANS 
    !MERICAN#IVIL,IBERTIES5NION!#,5   !
    !MERICAN#OUNCILFOR#OLLABORATIONIN%DUCATIONAND,ANGUAGE

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    ACCELERATEDLEARNING3EE3UPERLEARNING
    !CCELERATED3CHOOLS n
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    ACCOUNTABILITY   n 
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    h!#,3!MERICAN#OUNCILOF,EARNED3OCIETIES 5332-INISTRY
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    h!CTION0LANTO$EALWITH6IOLENCE vN
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    ADULTEDUCATION !n
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    n
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    !KRON /HIO &ORUM OF 2EGIONAL #OLLABORATION TO $EVELOP
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    !KRON2EGIONAL$EVELOPMENT"OARD n
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    3TUDY!##%,3 
    !MERICAN#OUNCILOF,EARNED3OCIETIES !
    !MERICAN#OUNCILOF4EACHERSOF2USSIAN !
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    !MERICAN%DUCATIONAL2ESEARCH!SSOCIATION   !
    ANDPERSONSINVOLVEDWITH   
    WRITINGTOCLARIFYVALUES USEOF 
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    !MERICAN%XPRESS4RAVEL2ELATED3ERVICES#O )NC 
    !MERICAN&AMILY!SSOCIATION*OURNAL 
    !MERICAN&AMILY!SSOCIATION,AW#ENTER  N
    !MERICAN&EDERATIONOF,ABOR#OUNCILOF)NDUSTRIAL/RGANIZA
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    !MERICAN(ISTORICAL!SSOCIATION  
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    &REE)NQUIRY 
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    n 
    !MERICAN)NSTITUTEFOR2ESEARCH n ! ! !
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    h!MERICAN-ALVERN vn
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    !NDERSON *OHN 
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    !PPLIED"EHAVIORALAND#OGNITIVE3CIENCES )NC 
    !PPRAISINGAND2ECORDING3TUDENT0ROGRESS%VALUATION2ECORDS
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    )NDEX )n


    &RAMEWORK"ASEDON/UTCOMES vn
    AND3KINNERIANBEHAVIORMODIlCATION 
    ANDTEACHINGRELIGIONINSCHOOLS 
    AND7ORLD#ONFERENCEON%DUCATION  
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    9EARBOOK !
    !SSOCIATION OF #ALIFORNIA 3CHOOL !DMINISTRATORS !#3!
    n
    !SSOCIATIONOF#HRISTIAN3CHOOLS)NTERNATIONAL!#3) n
    N
    !SSOCIATION OF 3CHOOL "USINESS /FlCIALS 2ESEARCH #ORPORA
    TION 
    !STUTO 4ERRY N
    !44 
    !THENS$AILY.EWS"ANNER(ERALD'EORGIA n
    !TKINS 2ICK n
    !TLANTA#ONSTITUTION4HE  
    h%DUCATIONINA2ELAXED!TMOSPHERE"RAIN "ASED-ETHOD
    4EACHING4REND%MPHASIZING#REATIVITY &LEXIBILITYAND
    )NFORMALITY'ROWINGIN!REA3CHOOLS vn
    h%DUCATORS 2ELIGIOUS 'ROUPS #ALL 3CHOOL 4RUCE4HEY
    !GREETO$ISAGREEON(OT)SSUESOFS vn
    h'EORGIA3CHOOLS/+4RACKING3YSTEM vn
    h'INGRICH 4APS FOR 4EXTBOOKS(E 3AYS #OMPUTERS 7ILL
    2EPLACE4HEM vn
    h4EACHING0OLITICS vn
    !TLANTA *OURNAL#ONSTITUTION4HE n
    !TLANTA,IFE)NSURANCE#OMPANY 
    !TLANTIC-ONTHLY  n
    ATTENTIONCONTROL  
    ATTITUDINAL CHANGES IN STUDENTS BRINGING ABOUT DESIRED
    n
    !UDIOVISUAL#OMMUNICATION2EVIEW 
    !VILA 2OSIE n
    !YDELOTTE &RANK 

    "
    hBACKTOBASICS v!
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    RICULUM ! !
    "ACKTO&REEDOMAND$IGNITY&RANCIS3CHAEFFER XXVI !
    h"ACKTOTHE&UTUREWITH&UNDINGFROM.!3$#AND$IRECTION
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    "ALLOU &RANK! 
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    hBASICLEARNINGNEEDS vN
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    "EACON*OURNAL!KRON /HIO n
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    "ECKER *AMES 
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    n
    h"ECOMING0LANETARY#ITIZENS!1UESTFOR-EANING v
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    "EHAVIORAL2ESEARCH,ABORATORIES n
    "EHAVIORAL3CIENCES  n
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    EXCERPTSFROM !n
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    )n
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    )NTERNATIONAL #ONFERENCE FOR 0ARENT#ITIZEN )NVOLVEMENT
    IN3CHOOLS n
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    0ERFORMANCE!CCOUNTABILITY3YSTEMFOR3CHOOL!DMINISTRA
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    AND!NITA(OGE 
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    2EACH FOR THE 3TARS ! 0ROPOSAL FOR %DUCATION 2EFORM IN
    'EORGIA 
    53 3OVIET%DUCATION!GREEMENTS 
    "ENZEL "RIAN !n
    "ERKELEY  
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    "ERMAN 0AUL n !n
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    "ERRY 3HARON2 n
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    &ORTHUM n
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    "ILLINGTON *AMES n
    "ILLOF2IGHTS!MERICAN 
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    h-ASTERY ,EARNING 4HE #URRENT 3TATE OF THE #RAFT v
    n
    "LOOM "ENJAMIN    ! !
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    n    ! !
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    "LYTH *OHN7 !
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    "OSTON%VENING4RANSCRIPT 
    "OSTON'LOBE4HE  n !

    )NDEX )n


    "OSTON5NIVERSITY n
    #ENTERFORTHE!DVANCEMENTOF%THICSAND#HARACTER 
     
    "OTTOMLY &ORBES 
    "OTTOMS 'ENE 
    "OWEN #HARLES 
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    "OYCE %UGENE-AXWELL     N
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    BRAIN COMPATIBLELEARNING n
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    IN2ED#HINA 
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    ANDSENSITIVITYTRAINING n
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    1UENZER -ARLA 
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    1UIGLEY #ARROLL n

    2
    h2ADICAL4HEORIST4AKES(IS-ESSAGETOTHE7ORLD v
    2AHBERGER 1UINT 

    )NDEX )n


    2AJA9OGA n
    2ANDALL 2UTH  !
    2AND#ORPORATION4HE ! !
    2ANDOM(OUSE  
    2AND3CHOOLOF3OCIAL3TUDIES 
    2APPAPORT $ONALD 
    2ARICK *OHN2 N
    2ATHS ,OUIS 
    2AVEN "ERTRAM 
    2AVITCH $IANE  !
    2AYBURN 3AM 
    2E,EARNING  n
    0ROJECTOF n
    2EA 3TEPHEN 
    2EACHFORTHE3TARS!0ROPOSALFOR%DUCATION2EFORMIN'EORGIA
    -ATTHEW*'LAVIN n N
    2EADERS$IGEST4HE 
    h2EADER2ABBITvREADINGPROGRAM 
    2EADING%AGLE4IMES4HE  
    2EADING%XCELLENCE!CTOF(2    
    
    ANDDIRECTINSTRUCTION  
    PASSINGOF BY#ONGRESS n
    ANDPHONICSREADINGPROGRAMS 
    AND 0REVENTING 2EADING $IFlCULTIES IN 9OUNG #HILDREN
    
    RELYINGON3KINNERIANMETHODTOTEACHREADING XXVII
    ASRESULTOF"ECOMINGA.ATIONOF2EADERS n
    RESULTSOF ! 
    SUPPORTFROM2IGHTTO2EAD&OUNDATION 
    ANDTUTORINGCENTERS 
    2EADING,ITERATURE!SSESSMENTn 
    2EADING-ASTERY !n !n
    2EADINGSIN)NDUSTRIAL0SYCHOLOGY 
    h2EADY 2%!$v.ICHOLAS,EMANN n
    2EAFlRMATION OF &AITH IN -AINES 0UBLIC 3CHOOLS -ARGARET
    3TUBBS n
    2EAGAN "ILLY 
    2EAGAN 2ONALD AS'OVERNOROF#ALIFORNIA   !
    2EAGAN 2ONALD0RESIDENT  n
    ADMINISTRATIONOF   
    ANDTHEh)NDUSTRIAL0OLICY$EBATE v
    AND4ERRELL("ELL n ! !
    53 3OVIET%DUCATION!GREEMENTS   n !
    WISHTOABOLISH%DUCATION$EPARTMENT !
    h2EAGANOMICS v
    h2EAL ,IFE3CHOOL%LIMINATES"OOKS v
    2EASON&OUNDATION 
    h2ECIPEFOR%DUCATIONAL$ISASTER vn
    h2ECOMMENDATIONSFOR$ELPHI$ISCUSSION'ROUPS vN
    2ECOMMENDATIONSON!DULT%DUCATION 
    h2EDv#HINA  n  
    2EDENBACH 3ANDI 
    2EDISCOVERINGTHE-INDOFTHE#HILD7ILLIAM%-ARTIN 
    2ED3TAROVER#HINA%DGAR3NOW 

    2EECE #ARROLL 


    2EECE#OMMITTEE n  
    2EED *ACK n
    2EES .INA3HIKRAII n
    2EEVES $OUGLAS 
    h2EGULATED#OMPETITIONINTHE5NITED3TATES v
    2EHABILITATION#OMMISSION 
    2EID %THNA n  
    AND %XEMPLARY #ENTER FOR 2EADING )NSTRUCTION %#2)
    ! !
    MEETINGWITH0RESIDENT2EAGAN !
    AND 0REVENTING 2EADING $IFlCULTIES IN 9OUNG #HILDREN
    
    2EID +ATHLEEN 
    2EID 3HAUNA 
    2EIFF *UDITH 
    h2EIGN OF 4ERROR)MPRESSIONS OF +%2!v %DDIE 0RICE
    n
    2EINVENTINGTHE&UTURE'LOBAL'OALSFORTHEST#ENTURY2USH
    WORTH+IDDER n
    2EISCHAUER %DWIN/ 
    2EISEN -3 
    2EISMAN 'EORGE 
    2EISMAN *UDITH  N
    2ELATIONS OF $ENOMINATIONS TO #OLLEGES (ENRY 3 0RITCHETT
    
    RELIGION  
    2ELIGIONAND%DUCATION0ARTNERSHIP 
    h2ELIGIONFORA.EW!GE! v*OHN$UNPHY n
    2ELIGION 6ALUES AND 0EAK %XPERIENCES !BRAHAM -ASLOW
    
    2ELIGIOUS(ERITAGEOF!MERICA )NC 
    2ELIGIOUS2IGHT 
    2ENNIE *OHN# 
    2ENO *ANET  
    2ENSI %D 
    h2EORGANIZATION OF 'OVERNMENT ACCORDING TO THE -ALCOLM
    "ALDRIDGE!WARD#RITERIA vN
    2EPORT FROM THE 3TATE #OMMITTEE ON 0UBLIC %DUCATION TO THE
    #ALIFORNIA 3TATE "OARD OF %DUCATION#ITIZENS FOR THE
    ST#ENTURY,ONG 2ANGE#ONSIDERATIONSFOR#ALIFORNIA
    %LEMENTARYAND3ECONDARY%DUCATION*OHN'OODLAD
    n
    2EPORTOFTHE3TUDY 4ITLE))) %3%!%MORY3TOOF 
    h2EPORTONTHE7ORKTOWARD.ATIONAL3TANDARDS !SSESSMENTS
    AND#ERTIlCATESv$IANA-&ESSLER n
    2EPORTTOTHE0RESIDENTS#OMMISSIONON3CHOOL&INANCE )SSUE
     v3TRATEGIESFOR#HANGE v
    2EPORTTOTHE0RESIDENTS#OMMISSIONON3CHOOL&INANCE3CHOOL
    FORTHE&UTURE4OWARD1UALITYAND%QUALITYIN!MERICAN
    0RECOLLEGIATE%DUCATION n
    2EPOSITORYFOR'ERMINAL#HOICE n
    2EPUBLICANS  
    2EPUBLICOF&INLAND 
    2EPUBLICOF'REECE 

    )n
    2ESEARCH#ENTERFOR'ROUP$YNAMICS !
    2ESEARCH#OMMITTEE4HE 
    2ESEARCH#OMMITTEEON2ECENT3OCIAL4RENDSTO)MPLEMENTTHE
    0LANNED3OCIETY 
    h2ESEARCHERS ,EERY OF &EDERAL 0LANS FOR #OLLABORATION&EAR
    @#OOPERATIVE,INKA0ATHTO@)NTERVENTION v
    2ESEARCHFOR"ETTER3CHOOLS )NC     
    2ESEARCHON)NSTRUCTION4EAM 
    2ESNICK ,AUREN    ! !
    2ESOLVING3OCIAL#ONmICTS+URT,EWIN !
    2ESTON *AMES 
    RESULTS BASEDEDUCATION 
    h2ESULTSOFTHE5SEOF-ACHINESFOR4ESTINGANDFOR$RILLUPON
    ,EARNINGIN%DUCATIONAL0SYCHOLOGYv*AMES+ENNETH
    ,ITTLE !
    2EVISED#ODE4HE n
    h2EVISED 2EPORT OF 0OPULATION 3UBCOMMITTEE 'OVERNORS
    !DVISORY #OUNCIL ON %NVIRONMENTAL 1UALITYv -ICHI
    GAN n
    2HODE)SLAND#OLLEGE 
    2HODES3CHOLARSHIP&UND 
    2ICE +EN 
    2IFKIN *EREMY !
    2IGHT TO 2EAD 3EEALSO$IRECT)NSTRUCTION%XEMPLARY#ENTER
    FOR2EADING)NSTRUCTION%#2)
    2IGHTTO2EAD&OUNDATION22&   !
    2ILEY 2ICHARD     
    AND$IANA-&ESSLER 
    ANDGOVERNMENTPLANTOPREVENTSCHOOLVIOLENCE 
    AS'OVERNOROF3OUTH#AROLINA n
    AND.ATIONAL)SSUESIN%DUCATION 
    AND2ELIGIONAND%DUCATION3UMMIT 
    ANDSIXTH3TATEOF!MERICAN%DUCATIONSPEECH n
    AND 4OGETHER 7E #AN ! 'UIDE FOR #RAFTING A 0RO FAMILY
    3YSTEMOF%DUCATIONAND(UMAN3ERVICES 
    2ISINGER #&REDERICK n
    2IVERO #ARLOS 
    2IVLIN !LICE-  N
    h2OAD-APFOR2ESTRUCTURING3CHOOLS vn
    2OADTO2EVOLUTION+-(EATON N
    2OBINSON 0HIL 
    2OCHE 'EORGE n 
    2OCHESTER$EMOCRATAND#HRONICLE 
    2OCKEFELLER $AVID   ! !
    2OCKEFELLER *OHN$   
    2OCKEFELLER!RCHIVE#ENTER 
    2OCKEFELLER"ROTHERS&OUNDATION 
    2OCKEFELLERENDOWMENTS 
    2OCKEFELLER&OUNDATION      
    AND#ENTERFOR%DUCATIONAL)NNOVATION 
    CONTROLOFEDUCATION   
    AND0ETER#'OLDMARK *R 
    2OEV7ADE 
    2OGERS #ARL   !n
    2OGERS ,AURA n

    2OGERS 3PENCE 


    2OGERS 4ARENIA 
    2OLEOF0SYCHIATRYAND,AW-ANFRED3'UTTMACHER 
    2OLEOFTHE#OMPUTERIN&UTURE)NSTRUCTIONAL3YSTEMS 
    2OLEOFTHE3CHOOLINTHE#OMMUNITY(OWARD7(ICKEY #URTIS
    6AN6OORHEES 
    ROLE PLAYING 
    2OLLINS 3ID 
    2OMNEY 'EORGE 
    2OOSA 2OBERT 
    2OOSEVELT %DITH+ERMIT n
    2OOSEVELT &RANKLIN0RESIDENT  
    2OOSEVELT(IGH3CHOOL 
    2OOT *ANE 
    2OSENBLATT 2OGER n
    2OSENTHAL !- n
    2OSEV#OUNCILFOR"ETTER%DUCATION )NC 
    2OSSI 2OSALIND 
    2OUSE 7ILLIAM" 
    2OUSSEAU *EAN *ACQUES  
    2OWAN "RIAN    !n
    2OWAN'AITHER,ECTURES3ERIES 
    2OWE ,AWRENCE 
    2OYAL)NSTITUTEOF)NTERNATIONAL!FFAIRS 
    2OZYNKO 6ITALI 
    2UDD !UGUSTINE' !
    2UGG (AROLD     
    2UOPP &AYE n
    2USSELL "ERTRAND n
    2USSELL (ERMAN* 
    2USSELL *AMES%ARL 
    2USSIA    n
    COOPERATINGWITH!MERICAEDUCATIONALLY 
    IMPLEMENTINGINTERNATIONALEDUCATIONRESTRUCTURING 
    h2USSIA )S THE -ODEL #OUNTRY OF )NTERNATIONAL "ANKERS AND
    )NDUSTRIALISTS !DMINISTERED BY THE 5NITED .ATIONS
    (EADQUARTERSIN'ENEVA 3WITZERLAND v
    h2USSIAN4EACHER2EVIEWS7ORKIN3!$;3CHOOL!TTENDANCE
    $ISTRICT=v"RENDA3EEKINS n
    2USSINOFF %LISABETH 
    2UTHERFORD)NSTITUTE 
    2UTTER -ICHAEL 
    2UZZI "ETSY"ROWN !
    2YAN #ARSON 
    2YAN #HARLES* 
    2YAN +EVIN n N 
    #ENTERFORTHE!DVANCEMENTOF%THICSAND#HARACTER 
    
    2YSKIND !LLAN !

    3
    3AFEAND$RUG&REE3CHOOLS#ONFERENCE 

    )NDEX )n


    3!&%,EARNING3YSTEMS N !
    3ALAMON ,ESTER- n  !
    h3ALEM +EIZER4EST3CORES&ALL v
    3ALSER #ARL7 
    3ALTE !NDREW 
    3ANDBERG *OHN( n
    3AN$IEGO#ITY3CHOOLS 
    3ANFORD 4ERRY 
    3ANTA!NA5NIlED3CHOOL$ISTRICT n
    3ANTER *ACQUES n
    3AVANNAH #HATHAM#OUNTY9OUTH&UTURES!UTHORITY 
    3AVETHE#HILDREN)NTERNATIONAL 
    3AWHILL )SABEL !
    3AYARE -ITCHELL 
    3AYER 'EORGE*ACK N
    3AYRE 7ALLACE 
    3CANLON 2OBERT'   
    3CHAEFFER &RANCIS XXVI  n !
    3CHAFER 7ILLIAM$ONALD n
    3CHLAmY 0HYLLIS  N !
    3CHLESINGER !RTHUR*R 
    3CHMIDT "ENNO# n
    3CHMITT "ERNADOTTE 
    3CHMITT #LARA !
    3CHMITT -ARSHALL, 
    3CHOLASTIC!CHIEVEMENT4EST3!4  
    3CHOOLS /UT ! 2ADICAL .EW &ORMULA FOR THE 2EVITALIZATION
    OF!MERICAS%DUCATIONAL3YSTEM,EWIS*0ERELMAN
       !
    3CHOOL"ELL n
    SCHOOLBOARDMEMBERSELECTED ROLEOF  n
    SCHOOLCHOICE XXVII 3EEALSOVOUCHERS
    IN(ONG+ONG 
    INCREASINGAMOUNTOF n
    3CHOOL#LIMATE0ROlLE 
    3CHOOL#OUNSELOR4HE  
    h3CHOOL%FFECTIVENESSAND)MPLICATIONSFOR3ECONDARY3CHOOL
    )MPROVEMENTv!LAN#OHEN 
    3CHOOL%FFECTIVENESS4RAINING.ETWORK3%4.ET n
    h3CHOOL%XAMS,IKELYTO(AVE2USSIAN/RIGIN v
    h3CHOOL)MPROVEMENT v
    3CHOOLINGAND4ECHNOLOGY 6OL 0LANNINGFORTHE&UTURE!
    #OLLABORATIVE-ODEL !N)NTERPRETIVE2EPORTON#REATIVE
    0ARTNERSHIPS IN 4ECHNOLOGY!N /PEN &ORUM $USTIN
    ((EUSTON 
    3CHOOLINGFORA'LOBAL!GE*AMES"ECKER  
    3CHOOLINGINTHE5NITED3TATES*OHN'OODLAD -&RANCES+LEIN
    *ERROLD-.OVOTNEY n
    3CHOOL ,INKED)NTEGRATED3ERVICES3TUDY'ROUP 
    3CHOOL OF $ARKNESS 4HE 2ECORD OF A ,IFE AND OF A #ONmICT
    BETWEEN4WO&AITHS"ELLA6$ODD N
    h3CHOOL/FlCIALS5PSETBY.EW3TATE0LAN v
    3CHOOLOFTHE&UTUREOF%L#ENTRO&AMILIAR/FlCEOFTHE&AMILY
    3ERVICE#ENTER(OUSTON 4EXAS 
    h3CHOOL0LAN3KIPSOVERTHE"ASICSv n

    h3CHOOLROOM3HUFmE4RAILINGIN%DUCATIONFOR9EARS +ENTUCKY
    4RIES2ADICAL2EFORMS'RADESTHROUGH"ECOME/NE
    #LASSWITH.O4EXTS $ESKS OR2EPORT#ARDS3OME0AR
    ENTS 0RINCIPALS"ALKv3UZANNE!LEXANDER n
    SCHOOLS
    CHARTER    n
    CLIMATEOF 
    ESSENTIAL n
    FAMILIESIN 
    INNERCITY n
    MAGNET   
    MODEL 
    ASSOCIALRATHERTHANINDIVIDUALIST 
    STATETAKEOVEROF 
    h3CHOOLS)NTOTHE&UTURE vn
    h3CHOOLS#AN/FFER(EALTH3ERVICES vn
    h3CHOOL3ITE-ANAGEMENTv,AWRENCE#0IERCE n
    h3CHOOLS ,EARN ,ESSONS IN %FFICIENCY FROM "USINESS v
    n
    h3CHOOLSOFTHE&UTURE v
    h3CHOOLSTO4RY.EW0ROGRAM v
    h3CHOOL3YSTEMOFTHE&UTUREv0AUL"RANDWEIN 
    3CHOOL TO #AREER3EESCHOOL TO WORK
    3CHOOL TO #AREER!CADEMY#ONFERENCE n
    SCHOOL TO WORK   
    CRITICISMSOF 
    $IANA-&ESSLERSOPPOSITIONTO n
    h'OVERNORWITH0RINCIPLES7OULD2EJECT3CHOOL TO 7ORK v
    
    IMPROVINGEASEOFTRANSITIONINTOWORK 
    h,EADING"USINESS%XECUTIVES#REATE#OUNCILTO0ROMOTE
    3 4 70ROGRAMS v
    INMAGNETCHARTERSCHOOLS 
    IN-AINE n 
    AND.ATIONAL)NSTITUTEON#AREER-AJORS n
    POLYTECHSYSTEM   
    PROGRAMSWITH 
    AND2USSIA  n
    h3CHOOL TO 7ORK !CADEMY ! @-ODEL FOR #HAOS v
    n
    SUGGESTIONSFORIMPLEMENTING n n 
    IN4EXAS n
    AND4OGETHER7E#AN 
    IN7ISCONSIN 
    h3CHOOL TO 7ORK !CADEMY ! @-ODEL FOR #HAOSv #HRISTINE
    "URNS n
    3CHOOL TO 7ORK#AREER)NVENTORYAND!SSESSMENTS 
    h3CHOOL TO 7ORK 'ETS 0OOR 'RADE IN 3TUDYv -ARK 3HRUG
    2ICHARD7ESTERN 
    3CHOOL TO 7ORK/PPORTUNITIES!CT   ! !
    HISTORYOF n
    AND,EARNINGFOR,IFE n
    IN/REGON n
    PASSINGOF BY#ONGRESS 
    3CHOOL TO 7ORK2EVOLUTION4HE ,YNN/LSON n

    )n
    3CHOOL TO 7ORK4RANSITIONINTHE5NITED3TATES4HE#ASEOFTHE
    -ISSING 3OCIAL 0ARTNERS! 2EPORT OF THE 'OVERNANCE
    AND&INANCE4EAMOFTHE#OMPARATIVE,EARNING4EAMS
    0ROJECT2OBERT7'LOVERETAL n
    3CHRAG 0ETER !
    3CHROEDER ,YNN n n
    3CHULTZ 7ILLIAM 
    3CHULTZE #HARLES, 
    3CHUSTER $ONALD 
    3CHUTZ -ARY 
    3CHWARTZ *UDAH 
    3CHWARTZ 2OBERT !
    3CHWARZ 'RETCHEN 
    3CIENCEMAGAZINE !
    3CIENCE hMETAPHYSICALEXPLANATIONS v
    h3CIENCEAND#OMMON3ENSE v
    3CIENCE AND (UMAN "EHAVIOR "& 3KINNER   N
    n
    3CIENCEOF,EARNINGANDTHE!RTOF4EACHING4HE "&3KIN
    NER  !
    hSCIENTIlCPEDAGOGYv3EEALSO/UTCOME "ASED%DUCATION
    3COTT &%UGENE 
    3COTT -ARK 
    3COTT 7ILLIAM% 
    3CULLEY *OHN  ! ! !
    3EARCH4ECHNOLOGY )NC 
    3ECOND!NNUAL-ODEL3CHOOLS#ONFERENCE 
    AND(IGH3CHOOLS4HAT7ORK n
    SYNOPSISOF n
    3ECRETARYS#OMMISSIONON!CHIEVING.ECESSARY3KILLS3#!.3
    53,ABOR$EPARTMENT    N !
    CREATIONOFCOMMITTEE n
    .ATIONAL3KILLS3TANDARDS"OARD 
    ANDNEWAPPROACHESTOASSESSMENT 
    STUDENTRESUMES 
    AND4HOMAS3TICHT  !
    3ECRET2ECORDS2EVEALED4HE-EN THE-ONEYANDTHE-ETHODS
    "EHINDTHE.EW7ORLD/RDER$ENNIS#UDDY N
    3ECULAR(UMANISM 
    3ECULAR(UMANISMANDTHE3CHOOLS4HE)SSUE7HOSE4IME(AS
    #OME/NALEE-C'RAW n
    3EEKINS "RENDA n
    3EGUIN %DOUARD 
    SELF ESTEEMEDUCATION3EECHARACTEREDUCATION
    SELF HYPNOSIS  
    SELF REVELATION n
    3ELLECK 4OM 
    SEMANTICDECEPTION XVII XVIII 
    3EMENOV !LEXEY n
    3ENATE!RMED3ERVICES#OMMITTEE 
    3ENATE*OURNAL2ESOLUTION53 n
    3ENATE 2EPUBLICAN 0OLICY #OMMITTEE ON )LLITERACY 53
    n
    3ENESE $ONALD n 
    3ENGE 0ETER 

    h3ENIORS#HURCH!TTENDANCE vn
    SENSITIVITYTRAINING n  n
    h3EPARATIONOF3CHOOLAND3TATE7HY7E#ANNOT3IGNv,YNN
    AND3ARAH,ESLIE  N
    3ERAGELDIN )SMAEL !
    h3ERVICE,EARNING0ROJECTS-ATCH3TUDENTSWITH.EEDSINTHE
    3ALEM +EIZER#OMMUNITY vn
    h3EVEN#ARDINAL0RINCIPLES2EVISITED4HE vn
    3EVEN)NTELLIGENCES(OWARD'ARDNER n
    SEXEDUCATION     n
    AND 4HE #HANGE !GENTS 'UIDE TO )NNOVATION IN %DUCA
    TION 
    AND-ATHTECH )NC 
    NEGATIVEEFFECTSOF 
    h3EX %DUCATION3TUDENT 3YLLABUS .O  CORRELATED
    WITH -)0 v ,ESTER ! +IRKENDALL 2UTH &
    /SBORNE 
    3EXUAL"EHAVIORINTHE(UMAN&EMALE!LFRED#+INSEY 
    3EXUAL"EHAVIORINTHE(UMAN-ALE!LFRED#+INSEY 
    n 
    3EXUAL(ABITSOF!MERICAN-EN!3YMPOSIUMONTHE+INSEY
    2EPORT!LBERT$EUTSCH 
    3HALALA $ONNA 
    h3HAMANISTIC2ITUALSIN%FFECTIVE3CHOOLSv"RIAN2OWAN 
    N !n
    3HANE (AROLD  n
    3HANKER !LBERT     !
    AS 0RESIDENT OF !MERICAN &EDERATION OF 4EACHERS !&4
    !
    2EACH FOR THE 3TARS ! 0ROPOSAL FOR %DUCATION 2EFORM IN
    'EORGIA 
    3HANNON 4HOMAS 
    3HAPING%DUCATIONAL0OLICY*AMES#ONANT  
    3HAW 0ETER n
    3HEEHAN 'ERALYN 
    3HEPARDSON 7HITNEY 
    3HIELDS $OROTHY 
    h3HOCKING"ELIEFSBEHIND%DUCATIONAL3TRATEGIC0LANNING4HE v
    -ICHAEL*ACQUES 
    h3HOCKING 53 !GREEMENTS TO ,ET 3OVIET AND 2ED #HINESE
    %DUCATORS)NDOCTRINATE!MERICAS#HILDREN v
    3HREVEPORT*OURNAL4HE ,OUISIANA n
    3HRUG -ARK 
    3HULMAN ,EE n   !
    3IEGELMAN *IM !
    3IEMENS#ORPORATION 
    3ILBER *OHN 
    3ILBER +ENNETH !
    3ILICON3NAKE/IL3ECOND4HOUGHTSONTHE)NFORMATION(IGHWAY
    #LIFFORD3TOLL 
    3IMONDS 2OBERT,  n 
    3INCLAIR 2OBERT 
    3INCLAIR 5PTON 
    SITE BASEDMANAGEMENT 
    3ITTE -ARGARET n

    )NDEX )n


    SITUATIONETHICS 
    3IZEMORE "ARBARA n
    3IZER 4HEODORE n    !
    AND#OALITIONOF%SSENTIAL3CHOOLS n
    3KILLSAND4ASKSFOR*OBS!3#!.32EPORTFOR!MERICA
    !
    SKILLSSTANDARDS 
    3KINNER "&"URRHUS&REDERIC     3EEALSO
    $IRECT)NSTRUCTION-ASTERY,EARNINGOPERANTCONDITION
    ING/UTCOME "ASED%DUCATION
    "&3KINNER4HE-ANAND(IS)DEAS n
    BEHAVIORALTHEORIES  !n
    "EYOND&REEDOMAND$IGNITY  n !
    ANDCOMPUTERS   
    AND$IRECT)NSTRUCTION 
    EDUCATIONTHEORIES n
    EXTENTPHILOSPHIESHAVESPREAD 
    FUNCTIONSOFGOVERNMENT 
    (OWTO4EACH!NIMALS 
    AT)NDIANA5NIVERSITY 
    INmUENCESONOTHERS XXVI  
    -AN!#OURSEOF3TUDY-!#/3 n
    MANANDENVIRONMENT BELIEFSOF n
    AND0ROGRAMMED)NSTRUCTION XXVI
    PROGRAMMEDLEARNING BELIEFSOF n
    4HE3CIENCEOF,EARNINGANDTHE!RTOF4EACHING  !
    4ECHNOLOGYOF4EACHING n
    AND7ALDEN4WO   n  !
    3KINNERShBOXvCOMPUTER    !n !
    3KINNERS2EADING0ROGRAM 
    h3KINNERS4EACHING-ACHINESAND0ROGRAMMING#ONCEPTS v
    !
    3KINNERIANMETHODOLOGY   
    ANDEVOLUTION 
    ASMODELFOREDUCATIONALACCOUNTABILITY 
    ANDRESULTS BASEDEDUCATION 
    3KOCPOL 4HEDA 
    3LAVIN 2OBERT n  n
    h3MARTCARDS0ROJECT&ORUM v
    3MITH %UGENE2 
    3MITH &RANK ! !
    3MITH 'EORGE7 
    3MITH -ARSHALL !
    3MOOT $AN N
    3NOW #ATHERINE%  
    3NOW %DGAR 
    3NOWE /LYMPIA 
    h3OCIALAND0HILOSOPHICAL)MPLICATIONSOF"EHAVIOR-ODIlCA
    TION4HE v
    h3OCIAL#ONTRACT v
    3OCIALIST&EDERAL2EPUBLICOF9UGOSLAVIA 
    3OCIALIST2EPUBLICOF#ZECHOSLOVAKIA 
    3OCIALIST2EPUBLICOF2UMANIA 
    SOCIALISTS 
    COLLECTIVIST SYSTEMOF 

    AND!MERICA 
    PARTYOF 
    STATEOF 
    WORLDGOVERNMENTOF 
    3OCIAL3CIENCE2ESEARCH#OUNCIL 
    h3OCIAL 3TUDIES 4HE  ! 2EVOLUTION )S ON.EW !PPROACH
    )S 1UESTIONING 3KEPTICAL3TUDENTS %XAMINE 6ARIOUS
    #ULTURES vn
    3OCIAL3TUDIES(ORIZONS 
    3OCIETYFOR!CCELERATIVE,EARNINGAND4EACHING3!,4 
    3OCIETYFOR%FFECTIVE!FFECTIVE,EARNING3%!, 
    3OCRATICMETHOD   !
    3OHOLT 3YLVIA !
    3OLZHENITSYN !LEXANDER XIII 
    h3OME2ESPONSESTOTHE,ITERACY0ROBLEMv7ILLARD$AGGETT
    
    3OROS 'EORGE  N
    3OURCE "OOKFOR.EW7AYSOF4HINKINGIN%DUCATION!53
    3OVIET'UIDE !
    3OUTH#AROLINA  
    h3OUTH #AROLINA 4AKES TO (EART #OACHS 3HOT AT @(ORRIBLE
    3CHOOLS vn
    3OUTHEAST!SIA4REATY/RGANIZATION3%!4/ 
    3OUTHERN%DUCATION"OARD3%" 
    3OUTHERN%DUCATION&OUNDATION 
    3OUTHERN)LLINOIS5NIVERSITY 
    3OUTHERN,IVING 
    3OUTHERN2EGIONAL%DUCATION"OARD32%" n 
    3OUTH3T0AUL0UBLIC3CHOOLS n
    3OVIET!CADEMYOF3CIENCE  ! !
    3OVIET#ENTRAL#OMMITTEE 
    3OVIET#HALLENGETO!MERICA4HE 'EORGE#OUNTS n
    3OVIET%DUCATION0ROGRAMS&OUNDATIONS #URRICULUMS 4EACHER
    0REPARATION7ILLIAM+-EDLIN #LARENCE",INDQUIST
    -ARSHALL,3CHMITT n
    3OVIET0RESCHOOL%DUCATION(ENRY#HAUNCEY 
    3OVIETS IN THE #LASSROOM !MERICAS ,ATEST %DUCATION &AD
    #HARLOTTE)SERBYT  n !n
    3OVIET5NION     n
    PATRIOTISMOF 
    PSYCHIATRYOF 
    3PADY 7ILLIAM      
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    h!ND 9OU 4HOUGHT !MERICAN 3CHOOLS 7ERE "AD v 
    
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    7EATHERLY #YNTHIA  n N !n
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