A teacher‐centered theory for education

Abstract

HESE words contain an important truth. When people learn to read and write, society changes. Wherever revolution has established public education, counter-revolution has resulted. China, Russia, Mexico, and Turkey are some of the great nations which have recently undergone revolutions. In each of them, public education has sown the seeds of counter-revolution. In most of them, public education has been restricted. Public education breeds change. Democracy has rightfully been called institutionalized revolution. The institution which enables change is the public school.' Since education plays a leading role in change, a democracy must always be aware of its purposes. Whether or not the teacher understands his role, his students consider him instrumental in their change. A wise teacher knows how he affects his students. A wise teacher knows what he values, the point of view he presents to his class. To encourage wisdom, educational theory must also be conscious of its values. No matter how brutal empiricism has been, educational theory has not developed from it. Theory cannot integrate haphazard data such as those which brute empiricism yields. Conclusions from such data cannot enhance educational practice. How can we educators exhort teachers and administrators to follow our lead? We mislead these very practitioners if we, who concern ourselves with educational theory and research, cannot identify our educational purposes.