"Teaching has been a time honored tradition for hundreds of years. Whether you want to pursue a career in teaching or you wish to volunteer your time as a teacher, it is important to learn key techniques which can improve your teaching abilities."
Education is a group enterprise. We establish schools in which we seek to develop whatever capacities or
abilities the individual may possess in order that he may become intelligently active for the common good.
Schools do not exist primarily for the individual, but, rather, for the group of which he is a member. Individual
growth and development are significant in terms of their meaning for the welfare of the whole group. We
believe that the greatest opportunity for the individual, as well as his greatest satisfaction, are secured only
when he works with others for the common welfare.
In the discussions which follow we are concerned not
simply with the individual's development, but also with the necessity for inhibitions. There are traits or
activities which develop normally, but which are from the social point of view undesirable. It is quite as much
the work of the teacher to know how to provide for the inhibition of the type of activity which is socially
undesirable, or how to substitute for such reactions other forms of expression which are worthy, as it is to
stimulate those types of activity which promise a contribution to the common good. It is assumed that the aim
of education can be expressed most satisfactorily in terms of social efficiency.
An acceptance of the aim of education stated in terms of social efficiency leads us to discard other statements
of aim which have been more or less current. Chief among these aims, or statements of aim, are the following:
(1) culture; (2) the harmonious development of the capacities or abilities of the individual; (3) preparing an
individual to make a living; (4) knowledge. We will examine these aims briefly before discussing at length the
implications of the social aim.
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