What We Want of Our Teachers

Kilpatrick, William Heard
December 1953
New Republic;12/21/53, Vol. 129 Issue 21, p11
This article informs that there is no single theory of modern education universally accepted, but it is possible to state a theory which is now widely accepted and seems to be winning out. This winning theory is relatively new and differs essentially from the old theory which was once dominant in Western civilization. The older theory, with which most people are still most familiar, stresses, almost exclusively, acquiring the content of books. After a long history dating from Alexandria and Rome, this theory was formulated afresh at the Revival of Learning. Dean Colet, who opened the first Revival of Learning school in England, thus stated rather precisely in the preface of a Latin Grammar which he wrote for his school, the newly accepted devotion to scholarly culture.


Related Articles

  • Grammar that'll Move You! Van Zile, Susan // Instructor;Jan2003, Vol. 112 Issue 5, p32 

    Describes the multi-modal learning approach for teaching grammar to elementary students. Components of multi-modal learning; Implementation; Evaluation.

  • Heresies of a Linguist. Nicholson, Anthony // Education Digest;Jan1954, Vol. 19 Issue 5, p32 

    The article shares some thoughts about language teaching in the U.S. The author argues that more valid benefits can be suggested than the questionable possibilities of travel, translatorship and foreign service in language learning and teaching. The author also relates that love of language and...

  • Disciplining Women?: Grammar, gender, and leisure in the works of Ellenor Fenn (1743–1813). Percy, Carol // Historiographia Linguistica;2006, Vol. 33 Issue 1/2, p109 

    On the basis of an analysis of works for children published by Ellenor Fenn (1743–1813) in the 1780s, an argument is offered concerning the significance of English grammar to the domestic education of elite boys and girls. The topic is contextualized in overviews of the high social value...

  • Typological evidence and Universal Grammar. Newmeyer, Frederick J. // Studies in Language;2004, Vol. 28 Issue 3, p527 

    The paper discusses the relevance of typological evidence for the construction of a theory of Universal Grammar (UG). After introducing UG-based approaches to typology, it goes on to argue that most typological generalizations are in no sense 'knowledge of language'. In fact, some of the...

  • ‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction. Toth, Paul D.; Wagner, Elvis; Moranski, Kara // Applied Linguistics;Jul2013, Vol. 34 Issue 3, p279 

    This article documents how second language (L2) Spanish learners in an American high school formulated explicit grammar rules during three inductive lessons on the pronominal clitic se. Following Adair-Hauck et al. (2010), each lesson first presented a property of se within a narrative text, and...

  • Evaluating a Concept Mapping Training Programme by 10 and 13 year-old students. Habók, Anita // International Electronic Journal of Elementary Education;Jul2012, Vol. 4 Issue 3, p459 

    The PISA 2000 study found large differences between countries in terms of quality of learning. In some countries, students prefer rote learning to meaningful learning. However, such memorisation of the material does not lead to recallable and usable knowledge in the long run. Ausubel's (1968)...

  • The information acquired during artificial grammar learning. Knowlton, Barbara J.; Squire, Larry R. // Journal of Experimental Psychology. Learning, Memory & Cognition;Jan1994, Vol. 20 Issue 1, p79 

    Explores several aspects of artificial grammar learning. Effect of instructional set on classification performance; Effect of item similarity on grammaticality judgements; Competitive chunking hypothesis; Exemplar-based models; Importance of abstract rules in artificial grammar learning.

  • Ä°BNÃœ'N-NAHVÃŽ VE EL-KASÃŽDETÃœ'L-MÃœNFERÄ°CE'SÄ°. Sadi ÇÖĞENLİ, Mehmet // Electronic Turkish Studies;Fall2013, Vol. 8 Issue 13, p75 

    No abstract available.

  • ARE THEY READY? Amusashonubi-Perkovich, Olugbemisola // Instructor;May2006, Vol. 115 Issue 8, p61 

    Tee article focuses on the boot camp created for high school English teachers. The basics of grammar, punctuation, and vocabulary are more remote than ever. The first week of our boot camp is devoted to these fundamentals. Experts agree that nothing helps young people make meaning of literature...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics