IMPORTANCE OF A PHILOSOPHY FOR TEACHERS

IMPORTANCE OF. A PHILOSOPHY FOR TEACHERS . FRED G. WALCOTT. Prof *cor of Education University of Michigan, Ann Arbor THERE is a common miscon rightncss. His attitudes will continue to ception abroad, it seems to me, concern change, of course, as the impacts of new ing the nature of PHILOSOPHY and how it experience affect them. Realizing this is learned. When I see a school staff set fact of inevitability should enjoin us itself the task of drawing up a school all to tolerance for the present points of PHILOSOPHY , my interest wavers. I envi view of others. sion the countless hours of committee work and staff meetings devoted to dis Reflection on Experience cussions of trivia, all ending in a state Because a PHILOSOPHY comes from re ment so sanctimonious and so general flection on experience, it seems quite that it threatens no one. doubtful whether we can teach a new When I see this kind of project pro one indirectly that is, theoretically posed, my impulse is to suggest quickly: in detachment from the learner's reflec "Don't begin with this kind of thing; tion on his own questionable acts.

William James: Now the blindness in human beings, of which this discourse will treat, is the blind ness with which we all are afflicted in regard to the feelings of creatures and people dif ferent from ourselves. We are practical beings, each of us with limited functions and duties to perform.

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