Texts:1972 The Humanization of Science: Difference between revisions

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<blockquote><i>Teachers College Record</i>, Vol. 74, No. 1, September 1972.</blockquote></div>

<div class="~~numsoff~~"><p>As knowledge changes, so does the process of education. And further, with each substantial change in our idea of the knower and the known, with each transformation in the ruling answer to Spencer's query—"What knowledge is of most worth?"—educational policies up and down the line become ripe for reform.</p>

<div class="nums"><p>As knowledge changes, so does the process of education. And further, with each substantial change in our idea of the knower and the known, with each transformation in the ruling answer to Spencer's query—"What knowledge is of most worth?"—educational policies up and down the line become ripe for reform.</p>

<p>In recent years we have heard a great clamor for reform, for the open classroom and the soft revolution, for the counter-culture and the dissenting academy, for radical caucuses and the new professional, for restructuring the university and deschooling society. But despite their protestations, the reformers have rarely been radical; rarely have they gone to the root. Instead they seem to stigmatize the status quo and to command willfully that the old crab apple tree try growing fruit, succulent, red, and delicious. The fruits of the old order rebuke this arrogance, an impass develops, and we are drawn into a passionate struggle over inconsequentials.</p>

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 <blockquote><i>Teachers College Record</i>, Vol. 74, No. 1, September 1972.</blockquote></div>
-<div class="numsoff"><p>As knowledge changes, so does the process of education. And further, with each substantial change in our idea of the knower and the known, with each transformation in the ruling answer to Spencer's query—"What knowledge is of most worth?"—educational policies up and down the line become ripe for reform.</p>
+<div class="nums"><p>As knowledge changes, so does the process of education. And further, with each substantial change in our idea of the knower and the known, with each transformation in the ruling answer to Spencer's query—"What knowledge is of most worth?"—educational policies up and down the line become ripe for reform.</p>
 <p>In recent years we have heard a great clamor for reform, for the open classroom and the soft revolution, for the counter-culture and the dissenting academy, for radical caucuses and the new professional, for restructuring the university and deschooling society. But despite their protestations, the reformers have rarely been radical; rarely have they gone to the root. Instead they seem to stigmatize the status quo and to command willfully that the old crab apple tree try growing fruit, succulent, red, and delicious. The fruits of the old order rebuke this arrogance, an impass develops, and we are drawn into a passionate struggle over inconsequentials.</p>