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The Process of Education (Introduction (-“Americans are a changing people;…

- - - - -“ But as curricula are actually executed, as they grow and change, they often lose their original form and suffer a relapse into a certain shapelessness. It is not amiss to urge that actual curricula be reexamined with an eye to the issues of continuity and development referred to in the preceding pages. One cannot predict the exact forms that revision might take; indeed, it is plain that there is now available too little research to provide adequate answers. One can only propose that appropriate research be undertaken with the greatest vigor and as soon as possible.” (p. 54)
- - - - -“To sum up the matter, motives for learning must be kept from going passive in an age of spectatorship, they must be based as much as possible upon the arousal of interest in what there is to be learned, and they must be kept broad and diverse in expression. The danger signs of meritocracy and a new form of competitiveness are already in evidence. Already it is possible to see where advance planning can help. Such planning and the research to support it should be given high priority. “(p. 80)
- - - - -“It takes no elaborate research to know that communicating knowledge depends in enormous measure upon one's mastery of the knowledge to be communicated.”(p.88)
        
        -“To date, most of the programming has been intuitive and has been entrusted to a teacher of known reputation. It has been remarked by teachers who have written tapes for teaching machines that the exercise has the effect of making one highly conscious of the sequence in which one presents problems and of the aims of the sequence-whether, for example, one is trying to get children to memorize material or use material cumulatively in doing progressively more difficult problems.” (p. 84)