Passionate Intensity and the Educational Process.

Autor/in	Thompson, Mark E.
Titel	Passionate Intensity and the Educational Process.
Quelle	(1978), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Behavior Patterns; Communism; Education; Educational History; Educational Objectives; Educational Philosophy; Educational Sociology; Modern History; Political Influences; Political Socialization; Politics; Responses; Social Influences + Suchen Sie Ihr Suchwort? Kommunismus; Bildung; Erziehung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungssoziologie; Erziehungssoziologie; Neuere Geschichte; Political influence; Politischer Einfluss; Politische Sozialisation; Politik; Sozialer Einfluss
Abstract	The educational process and passionate intensity are forces that are often at odds in society. Passionate intensity is a force that introduces turmoil and threatens those social processes that depend on reason and independent thought. In contrast, the educational process seeks to develop coping skills to limit dependence on others and promote independent thought, creative thinking, and aesthetic relationships. Political systems often prefer passionate intensity over a controlled, detatched, probing rational inquiry and educational systems are frequently influenced. The eras of McCarthyism and post-Sputnikism are examples of such an interaction of these two forces. During the McCarthy era, careers were destroyed while educators and others stood pliantly by, unwilling to resist the passionate intensity that was reducing independent thought, creativeness, and aesthetic relationships. The period after the launching of Sputnik revealed how environmental pressures can operate with passionate intensity to control the educational process; in this case in the name of national interests. Educational institutions were manipulated to regain a lost sense of national destiny and assure technological supremacy over the USSR by favoring science and technology over aesthetics. Passionate intensity is dangerous because the rational, balanced approach espoused by educational systems can be masked with a sense of urgency in the name of national security or some other such popular, ubiquitous term. (JZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC