Foundation for Integrated Education

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Aoril alt, 1953Dr. P. L. Kiinathe Foundation for Integrated Education, Inc.ali6 Rut h6th StreetNew Xorlc 17, New YorkDear KunaiFollowing your instructions I talked with ProfessorRobert ITlloh about hie participation in the workshop, aeI understand, on Wednesday, July 1. Id principle he iaquite willing to ooae and to do the work expected freehio, prtrvidliig that detailed conditions. Including somemodest financial remuneration, ars acceptable. Aboutwtiat la expected from him, and whether there is any covering cf traveling expenses or rerauneration, you would bewriting to him directly.Aa to Professor Qulne, he will be back on Honday, andon Uonday I shall try to see bin and then let you knowabout hie reaction.With beat wishes,Sincerely yours,Pitiria A. Sorokin
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ikdjitio.-c Fon Imbcbated Fjh.ca.tI'Dear Sorokin:The carbon of «y latter tc Professor Ullehis enclosed, and I hope that upon the heals of this weshall have «s f Ira acceptance.Aa It is most Important to conclude theprogram this week, I hops that either he or you will con-nrunicato his decision promptly.Ve ars looking forward most eagerly tohaving Professor viine also and. If this comes In the majorportion of ths program will be settled all the way through.by tomorrow afternoon.Therefore, if wa have acceptances froaMessrs. ulich and $ulne a telephone call collect would beof great value.**%X-0Prof. P. A. SorokinHarvard Research Center for AltruistCanbrldge, Mass.
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Professor loeert UllekTepnrtnent of Sducationliarvnrd Detroit It?Cartridge, Naae.•;e»r Professor UllehtIt Is Tory seed news ladosd froa Professor sorokin that youtoy ia principle to be a resource pereoa at the workshop atJena ?-th t. Jul? 2nd.an rvaauj au pa-*aaua,p*tH h wm .Orena, Jane 28th to Jaly 2nd.This newe Will please ear friends at the university of Kaiaeas n-uch aa it dees as, and partloelarly year feraer pepll there, SenaShlblos.lbs whole af the Wednesday will »e given to the educati nalconseeeneeeo ef the tbene of the workshop. We thoaeht It weald bea good thing if seen Shltles acted as Ghelraaa. partly to asfce surethat ths Ohivertity of Melae Is well represented, end partly to petal*ths resoaree perorate to eo aa owe—sored of tho Coalman's responsibility.We weuld hope that yea weald opta tho day with on Infernaldlseassloa, for whist, as aenueeript Is aeoeosaiw, although, of ooaeee,if yea would like to prepare one aad aso it ae notes, that woald bsvery aaah in order. We went, however, to avoid herlasj a lean serteeof papore read.Ihe root of the details of Wednesday aorning are be eg ghepee.If things fall as we hope, we woald like to count apoa rear assistanceagain on the Wednetdar afternoon for an Infernal continuation of thedlooassLoa of the aoralag. Wo shall, of eoerse, woleone any oaggeatloaeou oaro to aako, for although ths pregran la new getting well adTsacod,It IB Still fluid.Finally, eoneeialag reaaaeretioa, wo eea neat definitely seeto year expenses free Oeahrldge to Orono, and yea will, of eoerse, booar gaeat there. Ve weald like to have Mrs. Dlleh else, If it woaldinter-st her.Woald It eo agreeable to yea that wo fix tho ronaaoration itself«fter we see hew tho workshop geosl Wo are eoadaotlag this one entirelyat oar own risk, eat If all gees well, we fool sure that wo oea find snailfees for seae,at least, ef tho principals."ver years cordially.
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THE SOCIAL MEANINGOF THE FOUNDATION FOR INTEGRATED EDUCATIONFoundation kor l\ri:nn\Ti:ii F.uruiT246 East 46ili StreetNew York 17, N. V.
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The great advances in human knowledge andtechnology during the past hundred years haveundoubtedly come as a result of specialization. Byconcentrating their cduiis on separate aspects ofknowledge, scholars and technical men of our society have solved i ouutlc.ss pi obi cms and producedachievemcms never before dreamed of. Vet, thevery specialization which has been their strengthhas brought problems of its own. The specialtiesmove farther and further apart, Even the specialisthimself tends to become isolated from his fellows;only his colleagues uncle-island what he says and,if he is a pioneering genius, lie may arrive at afrontier which however exciting is a lonely one.Knowledge which sin mid lie a continuum branchesinto discrete divisions. Led by specialties and subspecialties in a hundred dilfctcnt directions, thewhole age is confused.Man lias dis<ailable for hum:ICpOBi. This ti.■ energyin,.!.11 net hadbeen hidden in the atom through all the mil-leniums of the past. It showed that specialists indisparate disciplines — physicists, chemists, mathematicians, engineers — could nork unitedly towarda challenging goal. They achieved a commonvision, learned new concepts and terms, formulated bold hypotheses, laboriously and courageously tested and proved them. They gave man a new-power that may enrich or annihilate humanity.It is obvious that, if he is to survive, man mustprove himself morally ami spiritually worthy of(lie trust. Is it rlol reasonable to suppose that man.who has succeeded so tremendously in masteringphysical law. can disc over and utilize laws inherentin his own psychological and social nature to anextent equal to his need?Amidst the confusion of numerous disciplines,the current demand seems to be for some sort ofvital admixture of order. The centrifugal fortesof analysis, dissection, and differentiation requirecentripetal forces of synthesis, organization, andunity to balance them. Scholars and thinkers inall walks of life, disturber! .iboul the effects ofspecialization, ha\c begun lo search for the unitywhose importance becomes increasingly evident.The solution is an integration of knowledge whichdisplays a rational order underlying the apparentdisorder of the iininv specialized disciplines. Thismovement toward an integration of knowledge inresearch and teaching has begun in education.The Foundation fur liili'^iiitrd EducationThe Foundation for Integrated Education ispart of this movement. It is an organization devoted to the study of knowledge and leaching. Itsactivities are restricted lo education: and. withinthis area, they are concentrated on the search fora unity in knowledge which will give mankindnew insights into the orders of nature and intoman's place in those orders.From the startling materialistic advances duringthe past too years has arisen in the minds of mena variety of unloiinnate dii hotoiuies. Science hasbecome alien to religion, the West hostile to theEast, contemporary wisdom contrary to that ofantiquity. The foundation leaders question thevalidity of such dichotomies. They believe tiiatfurther study will reveal mutualities rather thanantipathies. In a concrete sense, since peace, likewar. begins in the minds and hearts of men, thereis need to welcome and understand knowledgewhich seeks to integrate lather than to separate allaspects of our culture and other cultures. TheFoundation directs studies to a concord amongfree men possible in a world liberated by technology and science from the cruder limitationsof its bondage to physical or animal necessities.The Foundation seeks to ensure that the materialadvances of the recent past should not be devotedonly to the making of belter weapons, hut to creating better communication between individual andnation, that such weapons may ultimately cease tobe needed.The program of the Foundation rests on theassumption that all knowledge — that of the psychological and social aspects of the human beingas well as his understanding of the physical andbiological order — has a unity and pattern. Thisunity and pattern has been perceived partially inthe physical and biological sciences. But the unityis no less real, although mm h harder to identify,in the psychological and social sciences and humanities. In the present age the search for suchuiitlirsianilimi is Imperative.The Foundation is devoted to the developmentof techniques, concepts, terminology, and an education program for integrated thinking and suh-ject matter. Its workers have sought to discover,for example, whether or not there are methods ofresearch and scholarship rehi,h apply to the socialsciences and the humanities just as effectively asthey do to the physical and biological sciences.They have found thai integrative studies revealmore and more of the orderliness of the universe.They have found that an understanding of thisorderliness confirms the importance of the individual as the basii. important unit of society traditionally associated with the democratic organization of this nation. This understanding implements the belief in government by law to protectthe individual's freedom by an orderliness in society. It opposes personal rule by either a dictatoror a small party, both of which would have theirspecial definitions of the truth. The more widelythe significance of order is understood and expounded, the more the secular educational systemswill convert our democratic ideals of freedom,which were originally based on an intuitive concept of "nature and nature's Cod." into a documented and teachable natural fact.The Foundation is concerned especially, as aobjective, with the development of an
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education which wilt progressively help to insurean American consensus — that is, an understandingof and general knowledge for such understandingof the uasic principles on which American democracy lias grown. This is close to the purposesof the founders ol our country who believed thatorder and not chaos is fundamental in the universe and that man is, and of right should be, treebecause freedom is a function of order. Whileseeking to help develop an integrated educationlor our own country, the foundation at the sametime seeks one that should have world-wide validity, an international consensus based on a recognition of common cultural elements, as well ascommon knowledge.The work ol the Foundation has three phases:research, cooperative program, and experimentalIts Research ProgramIn its research activities, the Foundation is assembling signihcani esistiug literature of integrative thinking in order ihat it may provide information and stimulus to current studies in curriculumdevelopment, li investigates the methods and basicconcepts of natural science to the end of applyingthem in the areas of the social sciences and thehumanities. It conducts and encourages originalprojects in research.Integrative scholars have found the necessityfor a common technical language lor all disciplines,Tlie Foundation seeks to give widespread understanding of terms and concepts which are ordinarily Used only by esoteric specialists but havepotentially wider application among different disciplines. Examples of such levins are: perception,induction, epistomology for a common methodology; indeterminacy, symbolic logic, rational parameters, mitosis. Iiomeosrasis. evocators, genetics,evolution, and organism horn physics and biology;gestaltism, paranormal, and individuation frompsychology; and social energies, interaction, role,metal ingtiistics, and signs from sociology. Manytechnical terms like these need to become part ofa common language for all scholars.lis Cooperative ProgramThe Foundation cooperates with colleges anduniversities by serving as a clearing bouse forintegrated knowledge- and education and by helping them lo iiiipmu: theii integrative and generaleducation programs. It seeks to keep in touch withand to aid integrative studies and programs ofintegrated education on university and collegecampuses. It publishes the periodical, MainCurb en j* in Modern Thought, and other materialin the field of integrated education.Its Experimental CoursesThe experimental courses have the most significance for the Foundation's social implications.These courses are of two kinds: those devised withand for individual institutions and those organizedfor adults. The courses in either form are developed to help participants gain a concept of thebreadth and unity of man's knowledge. Thecourse leaflets seek in give a concrete answer tothe most disturbing questions of our time: Whatf knowledge mid undei standing do menol resolute interesl 'if tTheechnologic.indiug ofiiikincl and of Ireecfoia gutin?t thinkerday who discuss the subjects with whichthey are most concerned, not as special areas ofknowledge but as signihcani aspects of a unifiedand not yet clearlv discernible whole of understanding. These scholars seek to bring man. hisworld, and his universe into an integrated perspective. To do this, they teach from the followingconsiderations:1. Students, of necessity, have quite differenteducational backgrounds and thus must be broughtto a common information and understanding level.This equalizing is accomplished by bringing thestudents up to the present Ironriers of knowledge— not by means of a complete study of the dataand theories of each discipline but by making clearthe accepted and the contemplated theories whichmake sense out of the data and information ineach field. Then, in each subsequent year thatthe course is given, the teachers push a littlefurther into these frontiers of knowledge, to makeclearer the possibilities of a greater integrationand to show the iiuplic at inns lor the future. Fromsuch a course, the students obtain some grasp ofpioneering efforts in all the important disciplinesof our generation.2. The courses also seek lo develop an adequateunderstanding of the process of knowing itself sothat students will comprehend what is valid learning. Thus, the courses involve consideration ofIroth the scientific and philosophical methods forgaining insight into factual data. This, in turn,makes clear thai not all disciplines have developedmethodology for handling their knowledge lo thesame degree of effectiveness. It also suggests thatthe methods of one disc ipline- may be used to aidthe scholars of another. It presents the possibilityof gaining a unity for understanding by means ofa common methodology for such areas as art, religion, sport, and ethics as well as physics, chemistry, biology, sociology history, and the more fullydeveloped studies.The second consideration above makes clear thatthe Foundation, in these courses as well as in itsover-all program, encourages inquiry into thefrontiers of the knowledge of the total system ofwhich man (in his own eyes at least] is the centralpan. It is hoped that the courses will provide par-
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ticipants with a sense ol proportion concerning thenature of man, his origins, and his function in thisnation, on this planet, and in the cosmos. In otherwoods, out of the integration of the various disciplines by the aid of which man probes himself,bis environment, and his beliefs, the participantin the course begins to glimpse- something of theawe-inspiring unin ol the universe and the meaning of existence in its fullest sense. The mind ofman journeys beyond the boundaries of even hisown universe, although lie be c hained, like Prometheus, to the earth and his vitals be torn by theneeds and desires of a body and a psyche.The Future of MankindFrom this sort ol inquiry, the effort of the Foundation assumes great significance lo all who lookto a greater and greater future for mankind. Whaithe Foundation seeks is to preserve and enhancethe revolutionary advances of the sciences duringthe past few centuries and especially the past 50years. Future advances of incalculable henefit tomankind are threatened by the current turmoiland confusion. Out of the welter of esoteric anddisturbing discoveries and theories must comesome sense ol putposc and direction or man, in awild negative thrust, will throw out all that he hasgained. The current "revolt against intellectual-ism," as it is called, provides most immediate evidence of I his grave danger.standing in several directions. It desires to open upto all an understanding ol the t run tiers of knowledge in all disciplines; ii envisages an eventualunderstanding ol the lucaningliiluess and unity ofthe whole of knowledge in this and odier cultures;and it works toward the development of a commonlanguage which will enable scholars to communicate not only with each other but with knowledge-able people everywhere.If we want world peace, we must be intellectually equal to the materials of the times. Mankind must speak a universal language of ideas. Todo this, we need a common conceptual knowledge through which all may share in cultural advances of the West and cultural heritage of theEast and of antiquity. When men understand incommon the orders and meanings of the planetand universe which are their home, they canstart to achieve a common peace; for peace restson understanding and conflict rests on ignorance.This is the social message of the Foundation.Integrative thinking and education are in noway opposed to specialization but instead supplya supplement and a corrective. The worth of adiamond is not lo be found in its facets alone.Cutting its surface discloses its brilliance; but thebeauty is in the diamond itself, and the way inwhich it may best be cut to reveal its loveliness inlight is determined by our knowledge of its internal order. Specialties help man to see the natural and human world in all aspects more clearly;integration can help him see ii whole and use itslatent older to noblest ends.THE FOUNDATION FOR INTEGRATED EDUCATION246 East 46th Street, New York 17, N. Y.ilural PhilosophyOF THE COUNCILFrank Aydelotle ForOB Director, ImtrttlStudyThomas W. Chrystie.Chrystie S ChryilieN. Y. C.H E. Emmons, TheTram, Wash.John M. Fogs, Jr.. ViTacoma Sadl ande-Provosl, UniversityRoger C. Gay, Presidet, Naaion College, Sb-rRobert S. Hartman.Anhvir Hood, Annie*Clyde K. KluckhohnProfeuor of Antbr,iphy, Ohio SlateYork, N, Y.feller Plaza, NewA. Gordon Melvin, Professor of Edeicalion, College of theM. F- Ashley Monlajni,Chairman,Deparimcn(of Anthropology,F. S. C. Northrop, Sterling Profeslor of Philosophy St Law,argarcl Wagner. r ' In. 1 ip, .tefmi'n. Ofitir[arilrancn Wilson, Stc'i lt..hrrt 1' Wrwrf, .tll'C lo
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Or. K. L. KurilThe, Foundation for Integrated Education, Inc.2li6 East l(6th StreetNew York 17, Hew XorkIn a purely tentative way I talked with Professor HaniyMurray, our eminent psychologist, and ha expressed sons interest in the matter. I did not make any definite offer tohim, but I told him that if a psychologist has not yet beenfound, possibly you would be writing to him diroctly, andsending him all the necessary information. If this meetswith your approval, please writs him. Profsssor Uurray'saddress is hli Ut. Auburn Street, Cambridge, Massachusetts.I have not yet heard anything definite from Ulich, andin all probability he will be oonuunicatliig directly withKith beat wishes,Pitirlm A. Sorokin
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Bsy w\ 1953Dr. F. L. KunsThe Foundation forIntegrated Education, Inc.2U6 East lt6th StreetHew York 17, New TorkDear lunsiOn Saturday, Hay V, Mrs. Sorokin andI plan to cone by car before liOO o'clockto Larchmont.At the end of the conference, whichI ojcpect will be sometime in the late afternoon, i» plan to drive to Hew Haven, andthere spend Uie ni^it with Mrs. U. I.Knatovtsjeff lad some other friends, ana thenext day to drive back home.Aith beat wishes.Faithfully yours,Pitlrin; A. Sorokin
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Issterday I iQilpatric, In the iiunanities <D ivieion of ths Rockefeller Foundation. »• ut oriarinally at a M#»orl«l Mooting to A. N. Whiteheadwhich out Foundation conducted in March, 19j.fi irj tba CongreselenalLibrary, Or. Luther Ivan* preeiding, and Dr. Malik, nysalf andothers participating; and Dr. Condor. Dr. Gilpatris and othara ontho platform.Mr* Oilpatric has watchod our development since witheager syapethy, and X believe we nay safely say that ha understands its uniqueness and lta world-wide significance. Ha mahelpful whan wo got tho aaall grant of #2,100 from tho RockefellerFoundation. (He tilli *• tho Ganoral Education Board is actuallyliquidating.)Mr. Gllpatrie la in ahargo of th« Foundation'* Indiancultural program, aha othara aaoh looking aftor tho Roar last,or aoae othar rogion. (There la much ooncorn about tba Saat.)Ho undaratanda India's problems and sees than fflueh aa I do. Wohave Indian friends in ooaown, and In discussing thes. it wasJsaalbla to determine how almost exactly alike wa 000 tho needs,a dlffor only a little on what can and cannot ba dona at once.Ho ia41oato4 that tho Itockofallor Foundation willentertain with intaraat application;) for apaciflo projects whanva aro ready to stats than, thosa projects having to bo groupedand channelled departmental!y where they would bo judged ontheir individual merits.I bellev• wo siand interests of their grant Board, where the final aay rests,if we are to get our work recognised aa more than separataprojects.
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> Education, Inc.May 19 1953Dear :-r. Gllpatrle:This la the premised Broase iter.. I believe Itto be unique. Such studies as t-.;o ars in this area aretheoretical (Sir John Woodreffe) or the emplrlelsm toe elementary to b« usstful (Hole) or purely psycho-physical, without saasuresient evidence (Behannn).Our converastion snd my previous visits withMr. Fans, Mr. D'Aras, snd Mr. Wearer »*rr» to convince mathat our group la working en what must seem to you rightlines. It is heartening to us to know that in at lsaat twodepartments of the Rockefeller Foundation thero Is livelyconcern about the vwy asms considerations which move us.far Mr. Waaver*s efforts to ahlft emphasis In the A.A.A.S.to synthesis snd the humanities' concern about the last(especially your study ef India, the key) seem to me specificupsets ef one snd the same need; intagrstlon ef ancientand modern knowledge, integration of Seat and Waat, integration of science with humsnitiss, and so on.leu have observed us steadfastly hewing to theline all these five years, and have once helped us. We aregrateful for that aid. In the poraonal aenae, I am moat ofall heartened to know that there la a stable group, theRockefeller Foundation, which has tho insight. It argueswell for eventual access along intsgrative lines. I musteonfsaa I am concerned about timing, and wish we could do mereabout tho centralmoat nvads of the synthesis or integrativeprocess. By this 1 mean the modest nourishing of thoss astallbeginnings of the constructive studies which validate thecorrective methods, for tho obvious failure ef the operatlon-allsts makes it Imperative to push ahead with deductive-creativeatudlea, and the reexamination of the relation of the pre-Ariatotalian world (Bast and West) to ours* The presentposition is perilous and ealla for a algnal to be givenfrom a high station aueh aa you occupy.I did not get round to what our Catholle friends,•specially ths Dominicans, arc now ding. Have you seenflfiltncf afld. Synthases? Would you care te? They are kindlysending ae six copies.
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I realise that millions have been allocate*"in another place" (as they say la the House of CommonsI)to inquire why ve are losing our political llbertlea. Butthe real cauee is not st the political or even economic level,nor can the defense bo established solely tnere. I knewthat you see this and perhaps a majority of your oolloaguosalao see It. I wish I could be est sure ef action in regard&o tula at seme time la tho near future, so that those ofus who do see this can proceed together promptly, Jlpr theconstructive labors below tho political and economic levelin education which are called for at this stage are reallyso ridiculously modest in their needs.I knew that there is no point in outlining eventi> jt small beginning la a formal statement until one lacertain that enough individuals see It to make the affirmative response certain. It la at least a happiness to knowthat some do and see it in world terms ss yen do.Ivor yours cordiallyExecutive Vise PresidentMr- Chadbourne OilpatrleThe Humanities.'he Rockefeller Foundation49 Vast 49th St.:ew fork 20 H_w Xork

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