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Show It emphasized skl11$ and to speak effectively. fUrther achievements. problema of youth ther living. as well concerned with the was as with their It $mphaslzed deferred It empbasized aotive values. well ss It as as tOQls to present preparation to fur well as immediate oreative achievements nd adjustment to existing oonditions. It plaoed a as high premium upon learning to make wise ohoioes, because the vert ooncept the Amerioan way of life of appropriate t-evisiQn of' aima It was· sake. an not education and depEulded largely UPGD the the me&:ns that follQwed o.t a ttaln1ng 'them. convention for convention' $ It did not aocept any aspet ot the sohool program aa and in itsslt.19 Romine deseJribecJ: tif& adjt1&'tm.nt ed'U.oatlGn €1);$ It'wbU14 appear in s. school program. as follows; A sohool which embarks on a program of life adjust ment eduation doe$ not threw overbQard radlng. vmlttng, It does and ar1thmetie d intoduce fad$ and trill$. not tUl'n th sahool p:r'ogram over to the youngatera nQr On the oontf*ay, Pltpl1a abandon the idea. ot hard w"rit. in these sohools probably will do more reading, it1ng, and eom utlng, and such activity will b. more purposeful. As John Dewey bas rep$atedly peinted out, intex-est be There gets effort and a favorable mind set tor learning. ·afr be ee more the r-evi sed sehot)l program w111 ,al's'Q rQe .. t tive. Tbere is no idea or pel"mitting ea<i1h pupil 1)0 take just Quite the opJ)Etslte ia. what he pleases and ,only that. va art) to be. All youth true. experience in all the areas, of common problem$. Veey l.ikely ther,e will be less fee 19 Raymond W_ GregorI, "The Program of Life Adjustment Education on the National Level.tt Bull.tn Nation!l tion .gt Secondarz School Prlnci;palitJ .35t159 AprIl, l$ooia 1951. |
