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Educreation and Feedback: Education for Creation, Growth and Change, Second Edition explains the pattern of actions based on self-regulation, co-operation, and the therapeutic attitude. Educreation means directed learning toward creation, growth, flexibility, adaptation, and development.
This book discusses the concept of education that is required and needed, explaining the quantitative and qualitative aspects of the problems of education. The quantitative aspects include population growth and education selection, while the qualitative aspects address the need for practicable set of directions and the plight of professional education. This book also indicates the fresh pattern in the context of educational theories. One chapter outlines an integrated pattern approach, defining relationship as determining the nature of existence. This book then shows the general implications for education using the concept of educreation. The relevant chapter gives 15 criteria by which to judge if the innovations made in education represent real progress. This book also confers implementation in the field of architectural education by addressing the kind of ideas that will emerge from new patterns of thinking in architectural education. Chapter V of the book discusses feedbacks, such as problem solving in a counseling group; educreation — the change to a community school from a state school; and the adaptation of educreation to teaching history in advanced education.
School administrators, academicians, educators, government officials in the education sector, and students of developmental studies will gain a new perspective from reading this book.
Foreword to Educreation and Feedback, the Second Edition of Educreation
Introduction to Educreation and Feedback, the Second Edition of Educreation
I. Context and Orientation
I.1. Quantitative Aspect of the Problems of Education
I.1.1. The Triple Explosion
I.1.2. Selection—Hidden and Deliberate
I.2. Qualitative Aspect of the Problems of Education
I.2.1. The Critical Situation
I.2.2. Bias Against Creation
I.2.3. Broadening of Horizons
I.3. The Plight of Professional Education
I.3.3. Structural Engineering
I.3.5. False Starts to Reform
I.4. Educreation—Education with Bias towards Creation
I.4.1. Self-regulation to Replace Compulsion
I.4.2. Co-operation to Replace Competition
I.4.3. A Therapeutic Attitude to Replace Moralist Judgments
I.4.4. The Powerful New Pattern
I.5. Postscript (1978)
II. The Basis of Educreation
II.1. Theories of Learning
II.2. Philosophies of Education
II.3. Outline for an Integrated Pattern Approach and Concept
II.3.1. Basic Concept—The Fundamental Factor
II.3.2. Basic Tentative Tenets
II.4. Integrated Pattern Approach to Educreation
II.4.2. The Dynamic Quality of all Relationships
II.5. The Therapeutic Attitude to a Sick Society
II.5.1. Multiple Diagnosis
II.5.2. Origin and Fundamental Nature of the Emotional Sickness in Individuals and Groups
II.5.3. Relevance of a Therapeutic Attitude to Higher Education
II.6. Postscript (1978)
III. General Implications of Educreation
III. 1. Students
III.1.1. The Crisis of Entry
III.1.2. The Basis of Real Respect
III.1.3. Sexual and Social Metamorphosis
III.2. Human Teachers
III.2.1. The Confused Position
III.2.2. Present Application and Duties
III.2.3. Proposals for Separation of Tutorial and Consultant Teacher Functions
III.2.4. Tutorial and Consultant Professors
III.2.5. Staff Appointments Procedure
III.2.6. Learning from Fellow Students
III.3. Teaching Methods and Assessment
III.3.2. Educreational Assessment
III.3.3. The Project
III.3.4. Amelioration of Examinations
III.4.2. Confused Thinking
III.4.3. Creative Experiment
III.5. Technological and Other Aids
III.5.1. Automated Learning—a Red Herring
III.5.2. Classification of All Aids
III.5.3. The Rational and Early Use of Aids
III.5.4. "Cobo" and Other Fresh Ideas
III.6. The Place
III.6.1. Residential Needs of Students
III.6.2. Teaching and Learning Accommodation
III.6.3. Social and Sexual Basic Needs
III.7.1. The Retarding Effect of Mal-administration
III.7.2. Work Democratic Management
III.8.1. Primary and Secondary Truths
III.8.2. Implications and Dangers
III.9. Summary of Changes towards Educreation
IV. The Techniques of Educreation in Architectural Education
IV.1. The Organization of a School
IV.1.1. The School Unit of 150 Students
IV.1.2. Communication in a Co-operative Context
IV.1.3. Working Groups and Associates
IV.2.1. Virtues of Random Selection from Candidates
IV.2.2. The Advisory Meeting
IV.2.3. Research at the Bartlett School
IV.2.4. Emergency Universities
IV.3. Therapeutic Techniques
IV.3.1. The Variety of Possibilities
IV.3.2. Individual Therapy-aided Personal Effort
IV.3.3. Free Group Discussion
IV.3.4. Group Tackling Work Obstructions
IV.3.5. Group Psychotherapy
IV.3.6. Co-operation as the Therapeutic Factor
IV.3.7. Staff Involvement
IV.4.1. Functions of Initiation
IV.5. Primary Awareness Studies
IV.5.1. Critical Faculties - "Do I Still Think?"
IV.5.2. Staff Introduction - "Who are the Staff?"
IV.5.3. Architecture - "What have I Begun?"
IV.5.4. Design Skill - "As Easy as Falling off a Bicycle"
IV.5.5. Motives - "Why are We Here?"
IV.5.6. Anatomy of Judgment - "Are You Sure? Pity We are So Sure!"
IV.5.7. Communication - To Each his Own
IV.5.8. Structural Awareness Studies - Forces Fight Forms and Materials
IV.5.9. History - "You are, whether You Like it or Not"
IV.5.10. Economics - "Price Me a Pound of Cathedral, Please"
IV.5.11. Environment - The Sins of Our Fathers
IV.5.12. Responsibility - The World is One
IV.5.13. Work Method Progress - "Where am I Now? or Christmas is Coming (in the Northern Hemisphere)"
IV.6. Design Process: Method, Analysis and Awareness
IV.6.1. Common Functioning Principles in Design Process Method
IV.6.2. Other Methods
IV.6.3. Computers as Design Aids
IV.6.4. Design Process Awareness Study
IV.6.5. Design Process Chart Use
V.7. Design Process Practice: Studio Work: Progress and Assessment
IV.7.1. Analysis of Present Studio Work
IV.7.2. Alternative Views on Remedies
IV.7.3. Seminar Methods to Further Team Work
IV.7.4. The First Project
IV.7.5. Assessment Aids
IV.8. Gaining Specific Knowledge
IV.8.1. Existing State and Robbins's Recommendations
IV.8.2. Methods of Learning
IV.9. Reality in Theory of Architecture
IV.10. The Real World
IV.10.1. The Shallow Official Attitude
IV.10.2. An Educreational Course in Theory and Practice of Building
IV.10.3. The Professional Evening
IV.10.4. Offices in Schools
IV.11. Aids: Design Skill in the Design Process
IV.11.2. Design Integration Aids
IV.11.3. Aesthetic Gestalt Abstraction
IV.11.4. Aids to Inspiration
IV.11.5. Calculation and Measurement Aids
IV.11.6. Memory Aids—Check Lists
IV.12.1. Present Pathetic Position
IV.13. The Place
IV.13.1. Work Needs
IV.13.2. A Wider View
Specific to Architectural Education
V.1. Problem Solving in a Counseling Group
V.2. Educreation—The Change from a State School to a Community School
V.3. An Educreational Approach to the Teaching of History in an Australian College of Advanced Education
V.4. Experiment in Government of Tertiary Institutions
V.5. The Energetic Starvation of College Students
Bibliography to Chapter V
- No. of pages:
- © Pergamon 1979
- 1st January 1979
- eBook ISBN:
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