The Inglis Lecture / The Burton Lecture 1961: The Teaching Of Science As Enquiry (And) Elements In A Strategy For Teaching Science In The Elementary School

52Pp + 2 Pp List Of Lectures At Rear. Red Cloth, Gilt. Second Printing. Near Fine (Spine Ends Soft, Small Red Ink Price On Front Free Endpaper), In Near Fine Dj, Not Price Clipped. Joseph Jackso Schwab (1909–1988) At The Age Of Fifteen Set Off For The University Of Chicago, Where He Was To Remain For Almost Fifty Years. Since The Late 1930S Schwab Had An Important Impact On Educational Research And Practice, Conceptualizing And Instigating Reform At All Levels Of Schooling. His Early Work Through The 1940S Was Part Of Robert Hutchins's Efforts To Create An Undergraduate Curriculum Of General Education At Chicago. Schwab Taught Practically Every Course In The College Of The University Of Chicago, Developed Classroom Discussion As A Viable Alternative To Lecture, Worked On Integrating The Humanities And Natural Sciences, And Won The Award For Excellence In Teaching Twice, The First To Do So. In 1942 He Began Writing Comprehensive Examinations For The Biological Sciences, And By 1947 Had Become Chairman Of The Natural Sciences Staff. In The 1950S And 1960S, As The "Hutchins College" Period Ended, Schwab Turned His Attention To Wider Pursuits. From 1959 To 1961 He Was Chairman Of The Committee On Teacher Preparation For The Biological Sciences Curriculum Study, He Coauthored The Curriculum's Biology Teacher's Handbook, And Edited The First Editions Of Its Textbooks. He Helped Found The Journal Of General Education, And Consulted On The Great Books Of The Western World. In College Curriculum And Student Protest (1969) Schwab Diagnosed Student Turmoil As Symptomatic Of Failures In Schooling. He Prescribed Curricular Changes And Teaching Devices That Were Based On Liberal Arts, Which Could Actively Engage Students In Their Education. Arguing Against Undergraduate Education As A Body Of Rote Methods Or Rhetoric Of Conclusions, He Explored The Liberal Arts As Resources For Students To Find Their Own Questions For Texts Or Problems So They Could Become Their Own Critics. Most Importantly, He Showed How The Disintegrating College Communities Could Be Restored And Renewed. Schwab Is Best Remembered For The Last And Most Comprehensive Of His Critiques Of Education, Focused On Curriculum Making. His Invited Address In 1969 At The Annual Meeting Of The American Educational Research Association Challenged The Field Of Curriculum Research, Which Had Become Moribund Because Of Inveterate Unexamined Reliance On Direct Application Of Theories, Especially From The Social Sciences. Schwab Believed That Any Given Theory Was Necessarily Incomplete In Terms Of Its Subject And Oversimplified The Complexities Of Problematic Situations. His Proposal That The Field Must Identify And Solve Its Own Practical Problems Continues To Energize Curricular Debate. The Practical Requires That Five Bodies Of Disciplines And Experience Be Represented In A Collaborative Group That Undertakes The Task Of Curriculum Revision. Schwab Called Four Of These The "Commonplaces" Of Educational Thinking, Which Require Representatives Of The Affected Learners, Teachers, Subject Matters, And (Sociocultural) Milieux. The Fifth Is That Of The Curriculum Specialist, Who Must Work With The Other Representatives To Ensure That The Commonplaces Are Properly Coordinated, Because Changes In Any One Will Have Consequences For The Others. Unbalanced Deliberations, Either Dominated By A Single Commonplace Or Omitting Some, Lead To Successive "Bandwagon" Curricula, Each Based On An Exclusive Theory (E.G., Of Child Development, Teacher Needs, Subject Matter Innovation, Or Social Change). Schwab Designed A Set Of Eclectic Arts To Join Theories Across Disciplines So That Scholarly And Research Materials Could Be Shaped Into Teachable Curricula. He Developed Another Set Of Practical Arts For The Problem-Posing And Problem-Solving Activities Required By The Unsatisfactory Curricular Situation. Overall, Schwab's Continuing Effect Is That Of Socratic Gadfly.…