Response to field teaching essays

The widespread conviction that compensatory education has failed in America has led to an outpouring of lamentations, unctuous reminders from professional prophets of doom, reappraisals, and proposals concerning what we should do next. The essays on field teaching in the January 1972, PEABODY JOURNAL OF EDUCATION are a useful part of this swelling torrent. They are distinctive in two ways First, as they emanate from the field of special education, which in a sense has always been somewhat compensatory in its design, they explore insights derived from parallels found between the reception by the public of the poor and the physically impaired. More important, the essays move beyond retrospective critiques and present preliminary appraisals of a new teaching model that is attempting to transcend shortcomings of compensatory education. The principal appeal of the field teaching proponents is that they have manfully tried to fit together ideas and actions. When they rejected compensatory education, they did not abandon the poor. Instead, they discovered a basis for renewed hope. This achievement entitles them to serious appraisal and review. The range of the essays is wide enough to make possible some evaluation of the field teaching concepts, the success of the initial efforts to implement them, and the impact of these concepts on the people who have worked with them

Field (mathematics · Mathematics education · Pedagogy · Sociology · Education Discipline and Inequality · Legal Issues in Education · Pasture and Agricultural Systems · Psychology

• The teacher as social critic

  David L Harvey, David Harvey et al.•Peabody Journal of Education•1972

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