University of Nebraska Kearney - Blue and Gold Yearbook (Kearney, NE)

Page 26 text:

GEORGE E. MARTIN. A. Ii. a. C. NIELSEN Dean of the Faculty Student Assistant sciences, is of no value to the teacher until her aims and purposes have been chosen. When we know what our aim is we can then consult our knowledge of psychology, biology and sociology In order to determine the law» of our human nature which must be taken account of if we are to reach our goal, which has been determined on ethical grounds. Many t ‘Mch« rs have the false notion that psychology will certainly be of assistance to them in teat hing. This Is not necessarily true. You can make no use of the means unless you have an end in mind to realize. Psychology is a secondary consideration, while our aims and purposes are first. Both the aims and the methods are mcessnry aspects of a larger theory of edu- cation and they are united in our practical human conduct. In order lt carry out the notion Unit theory and practice must foe kept close together, there is a constatu effort on the part of the department and that of the Teacher Training Department to bring theory and practice closer together. We believe in the close correlation between theory, practice- leaching and observation. We are greatly In need of closer correlation between these department». And may we venture to suggest that a closer relation is desireable between all educational aspects of the various departments and that of the Teacher Training Department. It seems to me our greatest need is to correlate our energy so as to reach more effectively the aims and purposes which we are striving to realize. This can be accomplished in large part by closer co-operation between the department of theory and practice under the supervision of some one person who is given full charge, being vested with full authority and responsibility. Our aim of the future will be to seek closer correlation, less overlapping, and more intensive work in short greater efficiency thru conscious and practical recognition of the fact that only under intelligent supervision of some one individual can the department of theory and practice be so correlated as to abandon the superficial notion that practice is the only essential requirement in the development of the knowledge and ability to teach. 124]

Page 25 text:

'his and test ual, p re- nes lon- Bhe mic . at lust ! tO aeir lich ides or to eck ho ;rue vitli ken :»est con- ball of lent the Mill] ‘ to ting ship irth- 100I, lend it, M. SHREVES. A, M.. Ph. D, J. H. STOUTEMYER. Ph. D. DEPARTMENT OF EDUCATION, PSYCHOLOGY AND PHILOSOPHY IT IS the purpose of this department t » offer courses underlying the science and philosophy of teaching. Every activity of man can be reduced to certain laws and principles. Just here lies the possibility for a science of education. Education is not a separate and independent science in the sense that it stands alone. On the contrary it has its close connections with psychology on the one hand and with ethics on the other. Ethics deals with the aims and purposes, or the meaning and value of human life. It Is one of the normative sciences. Ethics considers the worth of human conduct and the aims and goals that are worthy of our human striving. Since ethics has to do with the aims and purposes of our life, the educator cannot afford to neglect such a study for the reason that education, as one aspect of our human struggling, must have aims and purpose of life as a whole. It would be irrational to choose a certain aim for life and to choose an aim of education, business or religion that would stand in direct, conflict with this aim of life. The educator must, therefore, study the meaning and value, the aims and purposes of life, and in the light of these must determine the worthy goal of education. Ethics is there- fore an important consideration for the educator. Bui it is of little value to have aims and purposes in mind and to lack the necessary means or knowledge for their realization. Just here we find thp import ance of the descriptive sciences, such as psychology, biology and sociology. They give us a certain knowledge of mental and physical life which forms a necessary part of a larger theory of education. Psychology, as well as the other descriptive 123]

Page 27 text:

DEPARTMENT OF ENGLISH EIGHT secondary and twenty-two collegiate courses are offered by the English Department. Their teaching is in the hands of four full-tinie teachers and one part-time teacher. Each teacher has made a special study of the content and presentation of the courses which fall to her. The entire English course is in a constant state of reorganization, looking toward a more perfect adjustment to meet Nebraska's present and future needs. For example, courses in Journalism, Stage Craft (English XX), Public Speaking, Rural School Literature. Pageantry, and Business English have recently been added. Graduate students will find much to interest them in the new courses in Advanced Composition and Familiar Essay to be offered in 1918. Increased emphasis is now falling on the speaking voice, oral composition, letter writing and dictation, dramatic composition, and rural school problems in English. All this is being done without interference with the already effective teaching of the appreciation of literature, written composition, and dramatic ex- pression. Plans are being worked out whereby all English courses can better teach students how to study how to gather, classify and evaluate general information, how to solve problems arising from professional emergencies, and how to begin scholarly investigations. It is planned to give adequate treatment and special stimulus to the exceptional student. The student, rather than the facts taught, is the center of instruction. And finally, the value of the teaching in this department lies not so much in the information put into the mind as in the interests awakened and the capacity developed for further education. [25]