THE SOCIAL PATTERN OF THE LENGTH OF FULL‐TIME EDUCATION IN ESSEX

Based on the work of Barron (1966) and Hudson (1966), the hypothesis is set up that science pupils are more obsessional than arts pupils. This is confirmed on a substantial sample of sixth‐formers. However, it also appears that the possession of obsessional traits is a hindrance to performance in the sciences. The educational implications of these findings are discussed.     

FACULTY PERCEPTIONS OF THE QUALITY OF OFF‐CAMPUS INSTRUCTION

Two‐year college faculty teaching credit courses off‐campus were surveyed to ascertain their perceptions regarding a variety of factors about these courses. In general, faculty cited a number of factors that lead to the conclusion that the quality of off‐campus courses may be less than comparable on‐campus courses. However, the summary question about the extent of learning indicated that 83% of two‐year faculty included in the survey reported their students learned as much or more than they would in a comparable on‐campus course. The information was based upon personal perceptions of the faculty included and was not correlated to other measures such as standardized test scores or grade point averages. The data from two‐year college faculty were compared to a larger data base from 322 faculty teaching at all levels of higher education and results were similar.     

THE “NEW” SOCIAL HISTORY AND THE HISTORY OF MORAL EDUCATION

The rise of mass education systems in 19th‐century Europe and North America was often followed by establishment of programmes of compulsory moral/civic instruction. Few of the “new” social history's techniques have been applied to the latter phenomenon, although those techniques have produced broad reassessments of public education.

Using the example of France at the turn of the twentieth century, this paper offers such an application. It shows how a social history of moral/civic education would lend itself to comparative historical research, help our understanding of the roots of public social policy, throw new light on the question of social class, and invite reformulation of traditional administrative and intellectual history of education. The closing section outlines possible avenues of research, and offers bibliographical guidance on the development of moral/civic education in France, the United Kingdom, Germany and the United States.     

SIXTEENTH‐CENTURY HUMANISM AND THE EDUCATION OF WOMEN

Until now Dutch historical youth studies have not focussed on the family as an educational environment. However, since World War I pedagogues have had high hopes of parents as educators of their teenage sons and daughters. On the basis of research into advice literature the author shows how family educationalists contributed to curtailing the ‘dangers’ of adolescence. Parents were recommended to loosen the reins on their adolescent children. This advice was based on different psychological theories. At first a physiological interpretation dominated educational thinking. During the twenties Adler's Individual‐psychology shifted attention to the relational aspect of the parent‐child interaction as well as to continuity in the educational relationship. In the thirties new psychological development theories gave birth to the concept of a ‘negative phase’ at the start of adolescence, followed by a neutral and even a positive phase concerning individual mental growth. This brought about a less negative appreciation of adolescence, regarding it as just one of the ‘troublesome phases’ in childhood. Only after World War II psychoanalysis made family educationalists shift their attention more exclusively to young children. Adolescence was no longer regarded as pathogenetic.

     

ATTITUDE OF THE JEWS TOWARD WEEK‐DAY RELIGIOUS INSTRUCTION

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS and used by permission of that periodical. The abstract number is Volume 30, Number 5, October 1956.     

“LIVING” EDUCATION: ACTION RESEARCH AS A PRACTICAL APPROACH TO CONGREGATIONAL EDUCATION

Action research as an educational strategy suggests that educators engage in an intentional, collaborative cycle of observing, reflecting, planning, and acting. This approach deliberately attempts to bring theory and practice together in praxis. Action research may be helpful for religious educators who wish to improve their educational practice. This article focuses on ways in which action research might be employed by congregationally based educators.     

WEEK‐DAY RELIGIOUS INSTRUCTION

Using the feedback loop model, Dr. Steward provides a new view of recent Christian educational theory

     

AN EXAMINATION OF THE RELATIONSHIP BETWEEN A MOTHER'S ATTITUDE TOWARDS THE SEX EDUCATION OF HER CHILDREN AND HER PERCEPTION OF HER OWN PARENTS’ VIEWS

In the light of widely perceived increasing sexual dysfunction amongst adolescents, the study examines, by means of a questionnaire and interviews, the experience of SO mothers. It was found that there was a correlation between their own experience of learning about sexual matters from their parents and the guidance they gave their own children. It was suggested that this situation would be repeated for the next generation. It was concluded that when sexual dysfunction occurs, the therapist would need to take into account the contribution the attitudinal environment created in the home makes towards parental provision of sex education.