Foundation for Integrated Education

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n Thursday, May 31»t noit, at S p.m., you are Invited to dis-urse Is under the chairmanship of Dr. Henry Kargenau, ElgginiBor of Physics and Natural Philosophy, Yala University Itship of Dr. Ki:-.:,iy 1. Uather.varsity. Freeyak naLl-dlroolThe objec> o:• th,! discusscourse'ltself0ire"i^SaS"clarity. The ,pursuing also ■<m' uiscuaaThis irfUnoi bean occasThe course ItBelf ia our first full t"0-tens educational offering,and Its auspices end resources are iriQst encouraging. It will be offeredevery Tueeday, BllO to 8:55 p.m., September 35th, 1951. to liay, 1952.lie draft series of topics and of lecturers, so far as it is firm tofor Social Beaaarch, and other institutions has bean established toj?3paratn in 'Jpt- de'elopnent of the course and to ensure credit reeoa;-Studeot registration trill "so ^c'.vcd through any end all de-
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HOT JOE PUBLICATIONThe Foro.r-iit forHer; York UniversityDivision of GeneralEducation CataloguoINTEGRATIVE CONCEPTS IH SCIENCE, PHILOSOPHY, AND EDUCATIONPescriptioiThe purpose of the course is to appraise the key concepts of thenatural sciences for their relevance in the educational process. Itscontents consist of three parts; (1) a development of the centralideas in present-day physical, biological, and comprehensive anthropological sciences; (2) an examination of modern educational philosophy and practice; (3) a critical estimate of uses made, and not made,of scientific ideas in education.The teachers are primarily specialists In important fields ofresearch. They are united, however, by a dominant interest in ideaaas distinct from pragmatic devices, and they nill nresent their subjects with corresionding emohasis upon basic conceptions. Meaningsnill be stressed more than facts, but facts will serve as the solidfoundation upon which these meanings are constructed.Since the achievements of science must necessarily be embeddedin philosophic contents before they can become truly meaningful foreducation, considerable attention is paid to philosophic problems.Hence the aid of professional philosophers has been enlisted in theteaching of the course. The climax is expected near the end, whereprofessional educators rrill align themselveB with, or nill criticize,the methods evolved in the earlier discussions.The teaching nill be at the level of graduate courses in education; but the course is open to those interested in the modern phasesof science and education nith a background equivalent to an &B orBS degree.The course begins nith a survey of the present cultural acene,placing before the students the need for an overall synthesis ofknowledge and for a clearer recognition of certain crucial ideaswhich inspire progress in science. This is folloned by a presentation of the facts which led to the mpchar.istic doctrine of 19th century physics with its analytic conception of space-time and its emphasis upon moving masses. The significance and the causes of thebreakdown of the mechanistic view are next outlined. The student isoriented to the contemporary situation, and introduced to the worldof quanta.
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devoted to the terrestrial development of life. On completion ofthe study of the material evolution of the earth, the laws of motionof the stars are developed and an account is given of the theoriesattempting to trace the origin and the structural development of theThe second part of the first term deals with problems of chemistry and biology. One session treats the chemistry of living matterand calls attention to the important processes by which life is sustained. Another presents in greater detail the nature of protoplasmand its behavior; it shows the relation between typically livingmatter and the processes of chemistry. The problems giving rise tothe controversy between mechanism and vitalism are then reviewed andtheir modern status is appraised. The contribution of the palaeontologist will now be made. A special lecture is designed to examinethe geometry of living forms and overly neglected aspects of thesymmetry of living organisms.One lecture is reserved for the study of the laws of geneticsand their operation in several significant instances, another to theeffects of environment on living organisms. These will be followedby a thorough study of the implications of evolution. In this connection the question will be raised ae to the relative importance ofthe struggle for survival, in contradistinction to cooperationbetween organisms, and their effects upon evolution. At this timethe stage is set for a basic consideration of the relation betweenmatter and form, between cell and psyche. This nill be presented inthe form of a lecture outlining the search for the organizing principle active in growth, purposive drive and consciousness.At the end of the term a summarizing lecture, especially designedto nork out the essence of scientific method, will provide a synthesisof the course material. It Is planned to insert one summary of thecourse contents each month. Students desiring credit nill write afinal paper at the end of the term.Note:The following procedures will be employed 'and maximum structural integration of the coursi1, A syllabus and source book is being prepared, and will bemade available to students as a rich resource supplementary to the2, A conference of the course teachers and educators generallywill be held August 33-26 at the University of New Hampshire, Durham,New Hampshire, nhere the inter-knitting of topics will be informallybut closely discussed. The syllabus and source book nill then undergo3, The chairman of the course, end. other Foundation officers,will be in constant attendance. A report of each session nill besupplied to subsequent lecturers.
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fih^J':: v:i . V^Lp::;Introduction: Motivation and need for courseMechanism end spaco-timeThe breakdown of mechanism, the world of quantaOur globe and its non-living historyOur globe and its living historyThe st^.rs and their laws of motionThe chemistry of lifeThe character of living stuffThe living mochanismBiology and geometryEnvironmental effects on living organismsInheritance and its physical basisEvolutionCell and psyche"Scientific methodPhilosophic;Philosophios of educationThoorics of lonmingThe nature of manLsnguago and behaviorThe conditioning of lenrning by learningSummary[leaning of good behaviorntlfici of nthWhat Is Scientific tiAspects of Integral!(Aspects of integrr-tirOverall SummaryMargennnHargenauHntherMotherShapley::=.rsna!iuFrutonSeifriaG-oddardP. SearsL. C. DunnMontagueSinnottNorthropNorthropBnmeldMayG. MurphyC. MorrisJ. DollardNorthropKluckhohnE. Nagol
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lA-TErj EdTJCATIOSCIENCE is the gleam in tho eye of 20th century civilisation, thoPromethean challenge to the dying gods. It is a word to conjure with.We use science to make bombs, Twits and propaganda. Under its au3pices wepredict the weather and tho national election, we prove that tho universeis finite and that one cigirntto is morn wholesome than all others. '.!emeosure the split second that elapses between th- start of a radar beam andits arrival at a target, between the t=king of an aspirin pill and itsaction. Science is an inner sanctum and a sacred cow in our culture.The time has come for us to look at tho achievements of sciencewith sanity and detachment, to appraise its obvious virtues and to assessIts limitations. The solid good in it must be organized, mads articulateand placed at the disposal of educators for use in the forging of a stablerworld than ours. In response to this necessity the Foundation for Integrated iucritlon has fashionr-d an unusual course of instruction.Conceived first as a desirable contribution to tho culturallife of the metropolis, it soon passed the nebulous stage of being anornate adjunct of general education and took more specific form under theinsistence and at the hands of a group of educators in the universities ofNew York Ci1y. These men, more than anyone, molded the contents and shapedthe goal of tho course entitled "Integrative Concepts in Science, Philosophyand Education."
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The first half of the course consists of lectures on keyconcepts in modern science, given by active and often distinguishedinvestigators on their topics of research to insure a correct perspective upon the living problems of our day. This portion of the courseis to be followed by an interpretation of the mothod of science, conducted by outstanding philosonhcrs whose attention is focussod uponthe meaning of science. The concluding portion of tho course deals withthe urgent questions raised by scientific research: the applicabilityof scientific method to the fields of social behavior, In particularto ethics and politics. To provide for maximum fruitfulnosa of theundertaking such discussions must be embedded in the matrix of learningtheory and of modern educational doctrine, o.n aim which will be achievedby enlisting the aid of the most respected philosophers and teachers ofeducation.Tho course Is not envisaged as a loosely connected seriesOf lectures. Close supervision of the whole venture by an appointedchairman, preliminary conferences between the lecturers, frequent summaries, prescribed reading and a syllabus are features designed toweld the series Into an organic whole.Each weekly session will consist of a preprred discussionof approximately ono hour's length. This is to be followed by aninformal period lasting from 30 to Uo minutes and devoted to questionsfrom the floor. An examination for graduate students who toko tho coursefor credit will be given at the end.
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-3-An intorcollogo regional committee, chiifly weighted with Hew Yorkeducators, has boon 3et up to advise with tho Chairman -tnd ensure accrediting of the course to their respective departments. Yalo,Teachers Collage,Columbia, Now York Univorsity, Brooklyn College raid others aro represented.
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Dr. F. L. ThinsThe Foundation for Integrated HbmMm, Inc.130 .-.it liiiti. Street!law York 17, H.Y.Dear Dr. KunsiI tharik you for your kind invitaticn to the conference and toyour bu.fet aujjpor. Since i.y role at the conference would consist largelyof an additional ;>aaain,i unit, audln,; little to the brilliancy of the gathering,I do not think it ia naceaeary for M to attend the conference to play thlaAs to the outline cf tho course, having carefully read it, in allfrankness I have grave doubts tl at in the part dealing with the social andmental aspects of the course, it will ever reach any Integration. By the)outline of the course and the names cf the lecturers, like Bollard, Kluckhohn,L'orris, "ay and Nagel, the integration seems to ba planned to be reachedvia Freudianism and very physical!stlc Unity of Science. As to the Freudianway, it appears to ne to ba perfectly holloas. Aa to the way of the Unityof Science, It is but a lata variety of the 19th Century so-called Positivism,as one-aided as anything else tried and found wanting. The rest seams torepresent largely an eclectic mijcture of predominantly the same phvsicaliaticatuff.These written remarka convey as rr.uch of my ciaorvationa as Iwould ba able to r-ive by personal utterance at the conference. Realisinghuraan fallibility, I admit that my impression may be wrong, and I wish to thecourae every measure of Bull successes.Vary sincerely your*,Pitirin A. Sorokin
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tOaUTBD Eut'CATIOX, ImProfessor P. A. SorokinHarvt-rd Heseaxch CenterIntegration and CreaCambridge, Mass.In AltruiitlvityitioDear Professor Sorokin:Your recent :Professor Margenau, whoLetter wasNevertheless it is painful to discover that we have notkept our problems properly before good friends. The task we haveset for ourselves is truly formidable. As I see it, we have toundergird the sciences of life and of man qua man. This has tobe done with the help of people whose specialist authority is acknowledged. We cannot be concerned with their individual privatesynoptic opinions. All we vent from them are the chief validconcepts of their disciplines, coin of the realm. Naturally theymust sympathize with our integrative purposes. This they can doao long as we keep on at a research level.The conditions for this first course may not be ideal. The task ofdescribing, funding, locating, and staffing and so on has been considerable. We bespeak your patience and your help.I take this opportunity to revert to the matter of thepaper I am to write for the ne;:t Center Symposium.As you may know, I have long been Interested in the postula-tional background for a valid internal social metric. Some progresshas been made with this, and I am ready to try to expound it. But Iwould not like to do so unless I can count upon your help in the revision of the manuscript. It would come to you in complete form, butI would be writing as a philosopher and not as a sociologist and itwould be quite necessary for the thesis, if acceptable to you, to havedefense at some critical points.For someone like yourself tlabor,otherwise I would certainly not
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This document might possibly prove to be of considerable importance in the future for a great many people are extremely eager to tryto moke a start on this problem of a normative metric for sociology. Hoone in the field, thus far, at any rate to my knowledge, has disclosedaxiomatic foundations which are acceptable and also lead on to the required structure. Hence If we can concentrate attention upon somethinghopeful here, it might add novelty to the volume.An alternative to the foregoing paper is something along thelines of my Cultural Constitution of Han, which I have heavily revisedwith a view to putting it in MAIN CUREEiwS. I take it that its appearancealmost simultaneously in the Symposium volume with a mere reference to thefact that it is also appearing in MAIH CURRENTS would not prohibit its^=9^, Qrfi^.i. S
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Dr. !'. La KunssThe Foundation 1'or Integrated education,130 ^aet iliith StreetHew York 1?, H.Y.I do not regard myself competent In the field of metric generallyand social metric specifically. Conaequently, I am hardly the man you shouldconault. This I an stating not because I an not interested in your paper,but becauae I a- siiply an ignoramus in that field.As to the paper for tho SJjpposium, whether it wo -Id be a paper onsocial rLBtric or Cultural Constitution of Han, one thing is necessary for thepaper...that in aorr.e way it wo.ild be closely related to the problem of altruiemand the technique of altru^zation of human beings or groups. The whole Symposium will be devoted exactly to the topic of techniques of oltr^lsation.Prcbably aimul|^ieouBl>- with the Symposium, this Center will pjblieh one orperhaps two volumes on tho teciinlques of Yoga, $s the result of our experimental work on the techniques of Yoga in India and as a result cf cooperation ofall l.indu and Earc-Amerlea'a meat eminent specialists in this field. It mayalso happen that we will have tc devote another volume to the techniques ofZen-iiuddhism end Euddhism generally, but the Symposium itself will consist ofa series of research contributions to this problem by specialists in biology,Medicine, and ending with socialists in psychology, psychiatry and in themethoda practiced for moral education by "snnonites, Huttorites, MM of theQuakers, not to mention, of course, founders of great r.onostic orders.Any paper of youra for the Symposium volume ia welcome, providingthat it has rslatio: ship tu thla topic. If it >ioes net havs such a relationship,it would elraply stick out of t: e vcl.jme aa something unrelated to it.Remarks in my latter indicatlMfthTtply acuta of my doubta, but in noway did they contain anything really critical or inimical to the importanttask the Foundation is doing. In spite of my remarks, I wish for you successin the projected course.With besf wishes,Cordially yours,Pltirlm A. Sorokin
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i: piji.-xn.vriiisi I-\)n iMUiiiATMA grant has been made by the Rockefeller Foundation, theGeneral Education Board, in support of the workshop preparatoryto the course in concepts in which you have kindly agreed to serveas a lecturer.This generous and timely aid permits us to offer you thesum of $75 for traveling expenses as well as your maintenance atthe University of New Hampshire during the period of the conference,beginning with suppsr on August 23rd and running through luncheonon the 29th.The program of the workshop is to be informal and simple.We are proposing to use the mornings for discussion and to keepthe afternoons open for impromptu conversations between individualsin small groups which are so fruitful. Ths use of the evening hourswill be determined by the company itself.The place of residence and other particulars will be communicated to you in good time. We would, however, be grateful to knowat this stage whether you will be accompanied by members of yourfamily. A special rate of $25 cover the charges made by the University of New Hampshire for the wife of a participant,.for the sixdays of the conference. We do not have at this point informationpertinent to rates for children.The University of New Hampshire is very happy to welcomefamilies, although the accommodation of very small children andInfants might be somewhat inconvenient. It would also be of valueto us to know whether you will come by car or otherwise.

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