Texts:1964 Review of Other Schools And Ours: Difference between revisions
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<blockquote><i>Other Schools And Ours</i> by Edmund J. King<br/>New York: Holt, Rinehart & Winston, 1963. Pp. xii, 253. $4.25.<br> | <blockquote><i>Other Schools And Ours</i> by Edmund J. King<br/>New York: Holt, Rinehart & Winston, 1963. Pp. xii, 253. $4.25.<br> | ||
<i>Teachers College Record</i><br>Vol. 65, No. 5, February 1964, pp. 471-2.</blockquote> | <i>Teachers College Record</i><br>Vol. 65, No. 5, February 1964, pp. 471-2.</blockquote></div> | ||
< | <div class="nums"><p>In <i>Other Schools and Ours</i>, Edmund J. King writes for that uncertain audience common in our times, the interested layman. His work introduces comparative education to the uninitiate. It is a lively exposition, clear, forceful, and free of unresolved difficulties. As Dr. King says, "some lines will be overdrawn here, perhaps, while others will be left indistinct." Yet what does this matter? Those "who are dissatisfied with this treatment will be able to rectify matters by more detailed researches later."</p> | ||
<p>In <i>Other Schools and Ours</i>, Edmund J. King writes for that uncertain audience common in our times, the interested layman. His work introduces comparative education to the uninitiate. It is a lively exposition, clear, forceful, and free of unresolved difficulties. As Dr. King says, "some lines will be overdrawn here, perhaps, while others will be left indistinct." Yet what does this matter? Those "who are dissatisfied with this treatment will be able to rectify matters by more detailed researches later."</p> | |||
<p>But can the overdrawn and the indistinct be left so blandly to the rectification of our further researches? This question merits consideration, for an interesting contradiction is introduced by Dr. King's technique of oversimplification.</p> | <p>But can the overdrawn and the indistinct be left so blandly to the rectification of our further researches? This question merits consideration, for an interesting contradiction is introduced by Dr. King's technique of oversimplification.</p> | ||
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<p>The relationship of "other and ours" is unavoidably comparative. By not fastening upon the text any clear pattern of other and our, Dr. King requires the reader, probably an amateur, to make those comparisons which he admits are the most difficult part of comparative education. On the relatively easy part, Dr. King adopts a very paternal attitude, but on the really difficult questions, he subscribes to complete laissez faire. The basic weakness of the book resides in this paradox. By guiding the reader through the easy part and leaving him half prepared, but believing himself wholly so, to meet alone the difficulties, Dr. King creates an illusion of competence. The average man likes it, for he can more easily think he is deciding matters for himself; but there is room to question the amount of understanding generated by such a process.</p> | <p>The relationship of "other and ours" is unavoidably comparative. By not fastening upon the text any clear pattern of other and our, Dr. King requires the reader, probably an amateur, to make those comparisons which he admits are the most difficult part of comparative education. On the relatively easy part, Dr. King adopts a very paternal attitude, but on the really difficult questions, he subscribes to complete laissez faire. The basic weakness of the book resides in this paradox. By guiding the reader through the easy part and leaving him half prepared, but believing himself wholly so, to meet alone the difficulties, Dr. King creates an illusion of competence. The average man likes it, for he can more easily think he is deciding matters for himself; but there is room to question the amount of understanding generated by such a process.</p> | ||
<p>Educators could well study how much of the general liking for education and the elite criticism of education are due to our frequent tendency to help students over the easy part, leaving them only the illusion of preparation in coping with the tough going.</p> | <p>Educators could well study how much of the general liking for education and the elite criticism of education are due to our frequent tendency to help students over the easy part, leaving them only the illusion of preparation in coping with the tough going.</p></div> | ||
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