116 WILLIAM BERKSON

Prof. J. B. SchneewindChairman, Committee onTeaching, AmericanPhilosophical Association

then we "choose" the latter research prog~am. This picture is attrac­tive in some ways. Bat what do we chose the research program for?To this question, which is raised by Feyerabend, Lakatos gives noclear answer.

This lack of clarity infeots the key question of the nature and extentof rationality in science, an issue whieh is discussed ,at length hy bothKühn ,and Lakatos. Those seeking a clear discussion of this issue willbedisappointed by the book. The book is, incidentally, nicely designedand clearly realdable.

WILLIAM BERKSONBridgewater State CoUege

FOOTNO'TE

1See Agassi's eutting and amusing essay review of the book in lnquiry,14 (1971), p. 152-164, and Mus,grave's review of the new edition of Kuhn'sStructure 01 Scientijic Revolutions in British Journal lor the Philosophy 01Science 22 (1971), p. 287-306. Also, I must confess to a eomment, "On SomePractical Issues in the Recen t Controversy over the Nature of Seientifie Revolu­tions," fortheoming in Boston Studies in the Philosophy 01 Science.

CONFERENCE OIN PRE-COLLE:GE: P'HILOSO'P'HYaf the S,tude,nt Center

mo',ntclair s,tale collelg'e, uppermontclair, new ierseyNOVEMBER 8, 1973

Co'nference ChairmanProf. Matthew Lipman

Advisory BoardProf. P. S. Schievella Prof. Paul Bosley, DirectorPres., Executive Committee, Center for High SchoolNational Council for Philosophy, UniversityCritical Analysis of Massachusetts

WelcomePresident David W. D. Dickson

Montclair State College

Introduction ofKeynote Speaker

Dean W. B. Fleischmann,School of Humanities, Montclair State College

VoJ. IV, No. 3, OcotÜlber 1972

PRE-COtlEGE PHllOSO:PHY

Keynote SpeakerProf James McClellan,

State University of New York at Albany"Pre·College Philosophy: An Educational Paradox"

Introduction 01Keynote Speaker

Prof. Matthew lipmanMontclair State College

Keynote SpeakerProf. Amitai EtzioniColumbia University

"The Social Impact - "Education Without Phllosophy"

* * * * * * * *

117

The Conference on Pre-oollege Philosophy was structured aroundSIX Panel discussions, sum,maries of which are given below.

P'anel memhers: Moderator: Prof. plasqual S. Sehievella, JerseyCity State College; Ms. Marilyn Andur~1 Memorial Junior SchooJ,Whippany, N. J.; Prof. Lynne Belaief, Staten Island C:om,munityCollege; MI". Michael B,rady, Solebury School, New Hope, Pa.,Prof. C:lyde EVians, U. of M:ass.; P'rof. l\larx Wal'tofsky, Boston U.

1. Professor SchieveHa opened the panel discussion with. a brief papersum,miarizing his findings based on 12· years of teaching philosophyon the pre-college leveL In discussion he cited' rthe main tasks asovercoming avell'sion to the eoncept and to the term "philosophy." ROIte-­learning, which dominates pre-eollege education, is m!ade possible bythe 'authoritarian image of la teaeher who dispenses "truth" and "knowI­edge" to students unprepared to quesltion the "facts." Hence philosophyshould he introdueed. into the pre-oollege cur~iculum. hecause itprovides the opportunity to analyze such eoncepts as 18Jl1guage (itsvaried and n1ultiple uses) , truth (as often opposed to the teacher'sclaims), ,and knorwledge (as opposed to dispen:sed "facts"). Th·esethree ooncepts constitute the sub-struoture through which all otherphilosophical issues and a11 the subject rnatter of orther ,academicdisciplines cau be relevant!y pursued. Since philosophy (an unacceptahleaJnd suspeet term on the pre-college lervel) shouJd aim ,at instillin:glogical, critical, and analyticalattitudes land skills, it mlight he ex­pedient to reier ito such a course of study as "CRIT'ICAL ANALY·SIS"rather than "'philooophy.',2. The stud.y of philoiSophy amounlts to leaming how ·to read, i.e.,

The Journal 01 Critical Analysis

118 M,ATTHEW LIPMAN

leaJming how to anralyze a text in such a way as to identify his basicassumptioIl5 ,and hidden presuppositions. Viewed in this way, philos­ophy clearly has a place in the pre-college curriculum.3. Professor Bel,aief· took the position that foreclosure of identity isthe adolescel1Jt's self-,destructive method of avoiding the anxiety-texturedg~owth ithen uniquely available. Important intellectual and moraldoubts are referred tor solution to the dogmaJtic slogans of peer groupsor political parties rather than private decision. Equally irrational isthe alternative posture of cynical skepticism. Thoughtfulness rem.ainsastranger to hoth perspectives.

Philosophy provides a third alternative whenever a professor pre­sents conflicting metaphysical or ethieal queries with interest andsYmpathy. In this ,action it is uniquely illustrated that although truthis not ahsolute, skepticism. is not therefore inevitable.

People have the right, and the nec.essity, to practice and trust intel­leotual struggle before entering into careers or college whose dem:andsdivert painful reoognition of the ifilauthenticity of previous adolescent"solutions" Ito life's amhiguities.4. BUit if philosophy can sometimes help students in the throes of anidentity crisis, it can also bring on identity crises-.....it can be disruptiveand disturhing to students who have not previously heen exposed tothe radical questioning of the assumptions guiding their lives. In fact,the criterion acoording to which we can judge whether philosophy isbeing p~operly taught is its capacity to challenge students in this way.Of cou:rse, it would he foolish to emphasize thi:s disturhing aspect ofphilosophy in trying to introduce it .10 pre-college curricula.5. If philosophy should be introduced to pre-college curricula, careshould he taken that it should not he a hidden indoctrin8JtJion into aparticular social or political viewpoint. En1phasis on philosophy asliheration suggests a sensitivity-training atmosphere in the class~oom~

an atmosphere inoompatible with the objective, reasoned inquiry phil­osophy should be.6. If philosophy should be inrt~oduced to p~e-eol1ege curricula, phil­osophers should 'avoid assum~ngthat their own motivations in pursuingphilosophical inquiry are the sort of motivations likely to be foundamong p~e-college students. This error was made in the teac:hing ofthe natural 'Sciences in the last decade. In developing philosophy coursesat the pre-oollege level, a careful study should be m'ade of the interestsand perspective of the students to whom philosophy is '10 be taught ateach level. In short, the teaching of philosophy should he tailored to,the needs and capacities of the students and not program,med fromabove by professional philosophers.

Panel members: Mode~ator: Prof. Joseph Margolis, Temple U.;

VOll. IV, No. 3, Octoiber 1972

PRE-COtLEGE PHILOSOPHY 119

Prof. Jerome Eekstein, SUNY Albany; Prof. Patrick Hin, SlTNYStony Brook; Mr. Leslie Max, John Dewey High School, B-rook­lyn, N. Y.; Prof. Roben G. Olson, L,IU; Prof. Don Harward,U. of Delaware.

The panelists' initial response covered a wide range. At the twoextremes were p'rofessors HilI and Harward. Hill argued that thelogieal candidates for teaching pre-college philosophy were those al­ready teaching in the high schools who possessed certain qualitiffi ofthoughtfulness, intereSit and sensitivity. Professor Harward insisted ongraduate studies in philosophy before teaching. Professor Olsen, onthe other hand, questioned whether anyone would he ,aHowed to rteachphilosophy in the revolutionary manner alluded to in the keyn:oteaddress.

From. this initial diversity, both s~des of the discuSlsion ll1aae sig­nificant concessions to the effeot that the moderator, Professor Margolisp~oclaimed a kind of consensus. This unity was one feit hy ohser'versas weIl as panelists. Prof. Jerome Eakstein feIt we could agree thatthere are at least two potential poo,ls from which we can ·df1aw futurehigh school teachers of philosophy. They are:

a) those already teaching in the high schools, who in addi­tion have an interest in philosophy and a wiUingness todevelop that interest.

h) those now taking gl1aduate studies: in philosophy, whohave a speci,fic interest in and sensitivity to the highschool age group. All agreed that it wOiuld be prem'atureto determine the exaot mix to he drawn from thesetwo soureeSI.

Several telling points were made on the way to these cornclusions.For eXlample, Professor Lipman made the observation that philosophyhas p~oven especially suited to inner-city p~ograms, where the qUe&tion of m,eaning is agonizing and real.

111. PRE-·C,O'LLIEGE P'HILIO,SO'P'HY: H O;·W S H 0' U L D IT B,ETAUGH'T?

Panel mem'bers: Moderator: DT. HOlward Storm, Superintendentof Schools, Leonia, N. J.; Plrof. Stefan B,aumrin, C:UNY; Prof.Terrell Bynum, SUNY Alhany; Mr. M'alüolm Goodman, F'ieldstonSchool, NYC; Prof. Karsten Strul, LIIU; Prof. Peter Caws, Hun­ter C:ollege, N. Y.

Prof. Stefan Baumrin:1. Ideal age for heginning study of philosophy IS adolescence

(14,-17+) .

The Journal of Critical Analysis

120 MATTHEW LIPMAN

2. All non-professional college curricula should move to high schooI.3. Stress on permanent intellectual value, not collation of data.

Thus, based on philosophical classics. Recommended readings forhigh school: Plato (Crito, Phaedo, Republic); Descartes' Medi­tations; Hume's Dialogue on Natural Religion; Mill on Liberty;Russell's Problems 01 Philosopky.

4. During second year of high school rigorous treatment of logicand ethics.

5. Senior year reserved for synthesis.6. Method: Socratic, but slow. Not informative hut formative.

a) Each aligument mJuSIt evolve for each student.b) ·Grading and exams should he philosophical. No objective

exam:s. Reading, drafting of questions, essays. Grades: honors,pass, faiI.

7. Teacher: must be a philosophe:r.Discusswn

1. Are "we" out to create jobs for philosophers?2. QUeSltion of priorities: should not logie be taught first? Isn't the

aim to teach to think? Why the recommended n11aterial ratherthan logic? Resp.: Logic should he done at grade school level;logic is taught in mathe Qu.: Is logie really being taught?

3. Question : Isn't suoh a reading list tao "special"? B,roaden the,target area. Such books are not good for students who can't read.Resp.: Illiability to read does not interfeT'e with ability to think.

Prof. T errell Bynum,:1. Nature of philosophy: analysis of crucial concepts, meanings of

terms.2. Start in early childhood with use of language. Avoid pseudo­

prohlems.3. Emphasize philosophy as tool for humans to understand and to

interact.4. Importance of logic (not formal): fallaeies, amhiguities, etc.5. Teacher: whoever can do it weIl. Philosophers just might be able

to he taught to do it weIl.6. Socratic methode7. Dse of media very important (examples given) .

Discussion1. Importance orf starting where students are at. Plato may be too

much out of it.2. Readings are not as importantas how they are used.3. Gass size? No oneanswer. Different activities.4. Misuse of media? Cannot use rnedia to solve all problems. Be

flexible. No" canned" lectures.5. Keep,distinotion of philosophy as science and as art. The science

is for the philosophers.

V01. IV, No. 3, OctOlber 1972

PRE-COllEGE PHllOSOPHY 121

Professor [(arsle.n Struhl1. Philosophy (which is for everyone) n1ust be understood as a

way of understanding one's life situation into which one isthrown so that one will not only adjust but may comhat andperhaps change the situation.

2. Recognize that students come to school molded by society andinstitutions. Schools may tend to become instruments for rein­forcement of the exist:ing socializa:tion process.

3. Philosophy can be done weil prior to college and shou1d he seenas a subversive activity.

4. B,rameld's views on ways of ,teaching \vere reviewed and appliedto philosophy. Essentia1ism (classic texts); Perennialism (eternaltruths); Critieal Thinking (progressivism) (tends to elevatemethod over ends). Struhl: "Negative commitment."

5. How do this? Demystify authorities. T'each philosophy in termsof substantive issues (avoid formal issues) .

Discussion1. Qu.: What is the real difference betwee:n college phil050phy and

pre-college as far as 'teaching is concerned? (Panel agreed thatit can all start earlier than college.)

2. Qu.: Beware of adding to eontemporary chaos. Begin where stu­dents are at. Get to their fundamental questions. Resp.: Distin­guish types of chaos.

3. Qu.: How does one know when a "breakthrough" has heen madein philosophy ?

Prof. Peter Caws1. Starting age: 12+. Start with logic, epistem.ology, metaphysios.

Postponeethies.2. Don't exploit children in philosophy for whatever purposes.3. Socrates and his method: good. Are textbooks needed?4. Philosophy has a funetion as second-order understanding of what

goeson in other diseiplines.5. Teacher: not necessarily a philosophy teacher. Have good teaehers

distinguish the didactic frolll the philosophic:al.6. Two guiding questions in teaching: (a) The meaning of a propo­

sition proposed for belief; (b) the grounds for belief in same.7. The function of metaphysies as "imagination" of how world is

to be understood and how it may be changed.Di.scussion

1. Avoid oounter-indoctrination.2. Teachers in high sc:hool tend to get "guilt feelings" when they

treat philosiOphieal issues. It's not "in the syllabus."3. Qu.: Why the postponement of ethics? Resp.: Are they ready?

The Journal 0/ Criti,cal Analysis

122 MATTHEW llPMAN

IV. HO'W CAN THE SC,HO:OLS FACILITATE PRE-C:OLLE:GEPHIL:OS,O,PHY?

Panel members: Moderator: Mr. Leonard Bennan, HumanitiesConsultant, NJ Dept. of Education; Ms. Myrna Danzig, Schoolof Eduüation, Montclair State College; Prof. Charles Evans, CityCollege, NYC; MT. John Halvey, De Witt Clinton HS, NYC,: Ms.Ruth Kauffman, Tatnall School, Wilmington, DeI.

The panel on faciHtating pre-college philosophy was introduced byMT. Berman, Hum:anities C:onsultant to the New Jersey Department ofEducation. Mr. Berman opened the workshop by ,asking everyone inthe room to write ,dorwn his own questions relating to the topie. Next, hesuggested that we diSlcuss such questions with our neighbors, thenplace any questions of general interest before' the group ,as a whole. Thequestions asked were such as: "Doesn't the English curriculum offer anatural plaee for introducing philosophy in the high school?" "Is itnecessary to bring people trained specifieally as philosophers to teachphilosophy in the high school?" "How can I as an elementary schoolteacher get tvaining in philosophy?" "Will there be future p:rogramslike the one sponsored last summer by the RockefeIler F'oundation fortrainin:g high school teachers in philosophy?" "C:an pre-high schoolSltudents really get "into" or anything "out of" philosophy?" and "Whatis i,t that pre-eollege teachers would like for their students to get outof the study of philosophy?"

After these questions had been voiced, Mr. Berman turned the dis­cusSlion over to' the panel. The first paneli,st began with a quasi-historioalreview of the role of philosophy curricula in education. After he hadbeen speaking for about five minutes, one member of the audiencecalled out "P'oint of Order!" and suggested that memhers of theaudience might prefer discussing the questions they had compiled tohearing another lecture on philosophy and eduoation. This suggestionwas greeted enthusiaSitically by others in the audience, and the dis­cussion swung around to those questions which had been raised at theoutset of the workshop.

The discussion which follorwed was animated, and many views anddouhts were traded among the participants. Mrs. Carle B,. Kaufmiann,NOVA Coordinator di~ltributed copies of areport describing the ap­proach used by the Tatnall Sehool in introdueing a philosophy pro­gram in its curriculum. This report is aVlailable by writillig to herat The Tatnall 5chool, 1501 Barley Mill Road, Wilmington, Deilaware19807.

When the workshop broke up at 5 :00, there was a feeling among anumber of the participants that the discussion had been a useful one:it was helpful to learn of the experiences that others had had ininstitu~ting pre-eollege philosophy instruetion, people were interested to

Voo. IV, No. 3, OctOlber 1972

PRE-COLLEGE PHILOSOPHY 123

discover what views they shared with others,and some were encour­aged that at least a beginning had heen made in investigating ques­tions of com.nl0n conoorn.

V. HOW CAN THE CO'LLEGES FACILITATE PRE-CO'LLEGEPHILO,SO:P'HY?

Panel memhers: Moderator: Prof. George Brantl, Monrtclair StateCoLlege; Prof. William Alston, Douglass College, Rutgers U.; Prof.P:aul Bosley, U. of M,aBS.; Prof. Patriak HiU, SUNY Stony Brook,Ms. Adele Stern, Vice-principal for Curriculum" Paramns H. S.,NJ.

Ms. Adele Stern:1. Philosophy is taught in high schools and can he (English; Social

Studies) .2. Colleges should get "aggressive"

a. speakers at high schoolsb. conswtantsc. sponsor lecture bureausd. mini-coursese. assist in curriculum preparation for state department

bibliographyf. avoid isolation from the schoolsg. encourage douhle majoring in certification students

Prof. Pat Hin '1. Stonybrook has M.A. in Philosophical Perspectives which affords

teachers opportuni:ty to develop in trus area. B,asic elements :History of Philosophy; development of reading-trnGt skills; Con­temporary; moral and social issues.

2. Philosophers in colleges don't know anSIWers. Dialogue needed withhigh schools.

Discussion1. Questions concelrning certification procedures arose. Situation

~aries. California and Illinois have certification in philosophy.Prof. William ALston

1. Sum,mer workshops could he worked out for pre-college 'teachers.2. Joint B.A. and M.A. programs.3. At M.A. level, avoid overly specialized seminars. Get to the fun­

damental isslUes grasped fundam.entally.Prof. PauZ Bosley

1. Review of data f~om the C:enter for High Sohool Philosophy.Descriptiom of the Chioago projeot.

2. Variefty of ~approa,ches in high school: Hum1anities, Am,erican Lit.or separate courses.

The Journal 01 Critical Analysis

124 MATTHEW lIPMAN

3. Philosophy should be integrative.4. Des.eription of Sum,mer Institute in high school philosophy at

Amherst (5 philosophers, 50 high school teachers, 5 workshops:Mechanics ofCritical Thinking; Moral and Political: Psychology;Descartes and Modern Science; Technology and Culture). In­depth work on philosophy in relation to high school. No textswere used.

5. In-service teacher training program.6. Local cooperative programs between college and high school.7. Philosophers should get first-hand exposure to the classroom.

Discussion1. Who can most capably teac:h pre-college philosophy?2. How ean philosophers "gert into" the high schools?3. Senior elective vs. general component: perhaps it is not those

who choose electives who most need philosophy but those who arenot going on.

4. Problems of certification were discussed.

VI. AD'MINISTRATIVE PRO'B,L,EMS POSED BY P'RE-C,O'L,LEGEPHILO·SO'P'HY

Panel members: Moderator: Prof. Gerald Myers, C:UNY; Mr.Frank Fiorito, Pres., NJ State Federation of Teachers; Mr.Marcoantonio Laoatena, Vice-Pres., NJ State Federationof Teachers; DT. Ward Sinclair, Director of C:ertifioation,NJ D!ept. of Education.

Much of the discussion by the panelists was devoted to the questionof certification. At present New Jersey has a two step process for theintroduction of philosophy courses. Once the course is approved bythe Department of Education, it may be taught by any certified teacher.The loeal administrators may pick the person best qualified to teac:hthe course. Some douhts were expressed concerning this procedure andone panelist suggested that there might be a temptation to pick thecoach if he happened to need a course.

A memher of the audience suggested that mere academic certifioa­tion of a teacher might not be enough and that administrators shouldseek for persons of high moral character. This liatter requirement wasnecffiSlary because of the peculiar nature of philosophy.

Another memher of the audience objected to current procedures onthe ground that they require a person interested in teaching philosophyto get certified in some other fiel<;l and to take courses in educationand then if he has some tiim,e left over to study some philosophy.

Dr. Ward Sinclair, Director of the B,ureau of Teacher Education andAcadem.ie C,reden;tials, noted that there were no national standards for

Vol. IV, No. 3, Oetaber 1972

PRE:-COLLEGE PHILOSO.pHY 125

the certification of philosophy teachers. He also noted that in NewJersey it took only six months to develop a certification program inMilitary Saience. For the purposes of this repo:r.t he supplied the fol­lowing steps leading to N'ew Teaching Certificates in N,ew J.ersey:

All p:roposals for nerw teaching eertifica.tes in New Jersey must bepresented toand approved hy the State Board of Examiners. Whenthe Board reeeives such aproposal, it looks for three basic things.

First, there has to be ademonstrated need for the certifieate. Suohquestions aB, horw many schools employ teachers needing this certi,ficate?In the area of certificates for teaching philosophy in the schools ofNew Je~sey, horw many schools would have fuH time positions forphilosophy teachers? Should this certificate only he an endorsem:enton an exilsting certificate?

Second, there is the problem of what the college programs shouldhe th8Jt would prepare teachers of philosophy. The Board of EXiaminerswould want assurances from each of the professional orgamzationswhieh would be eoncerned with this teaching field that it is supportiveof the teacher preparation program that wOll/ld he devised.

Third, there would have to be a Situdy m;ade of New Jersey teachelI"preparing institutions to determine wherther 01" not they would becapahle of instituting a program which the professional organizationsdeern essential. 1t iSi ohvious that there would he no need to develop aprogram whieh would be impossible for colleges to implement.

A~ter these m,ajor conditions are met, the Board would hold a hearingat which interested parrties would present their viewpoints and thentJhe Board of Exam~ners would make a recommendation to the StateBoard of Education who has the. final power to approve or disapprove.At this time there does not appeal" to be a suHicient need for theereation of ,a certificate for philoE:ophy tt~achers in New Jersey.

Panelist Gerald M:yers recounted the experience we had at CUNY.The m,ain thing he had learned was that there was resistanee at evcrylevel to the project of sending graduate students into the secondaryschools to teaoh courses in philosophy. The result of his experiencewas that the onlly w,ay philosophy can be introduced is to find sec­ondary sohool teachers who are interesJted and to work wirth them onjoint oourses.

REGlSrfRANTS

Joseph E. Allen, 353 Woodland Rd., Madison, N. J. 07940 (repre­senting Prof. Cha.rles Courtney, Drerw U"niversity)

Larry 1(. Beck, 206 Midland Ave., MOllitclair, N. J. 07042Dir. Eugene J. B,radford, Superintendent, caldwell-West Caldw'cll Public

Schools, Administration Bldg., Prospect St., Ca.ldwell, N. J. 07006Marcos Brown, P.O'. Box 65, Brooklyn, N. Y". 11210

ThE~ Journal 0/ Critical Analysis

126 MATTHEW lIPMAN

George S. Claghorn, Chairman, Dept. of Philosophy, West ChesterStJate C:ollege, West Chester, Pa. 19380

Frederick Struckmeyer )Stanley R'iukas ) West Chester State C:ollegeEdw:in Williams ) West Chester, Pa. 19380Dr. George F. Cronk, Asst. Prof. of Philosophy, Bergen Community

College, Paramus, N. J. 07652Philip W. Cum,mings, Dept. of Philosophy, Trenton State CoHege,

Trenton, N. J. 08625Joseph Della Badia) Sum.mit High SchoolMiss Alice Boyle ) Kent Plaoe Blvd.Roy C. Knapp ) Sum,mit, N. J. 07901DT. Dennis N. K. Darnoi) Monmouth CollegeDT. Morris Short ) West Long Branch, N. J. 07764Rev. Thomas E. Davis, 894 Valley Rd., Upper Montclair, N. J. 07043DT. Gail Belaief-FoOlte, 181 R'uss Lane, East B.runswiek, N. J.

(Dept. of Philosophy, Rutgers University)DT. Helen W. Fullilove, 53 Lincoln Park, Newark, N. J. 07102 (Board

of Education, Newark, N. J.)JefIrey A. Gowdy, Sufiield High Sehool, Mountain Rd., SufIrield, Conn.,

06078Mrs. Relen L. G~ay, 3606 Copley Rd., B,altimore, Md. 21215 (Wal-

brook High School, B,a1timore, Md. 21216)Nino LangiuUi ) 925 E. 49 Sit., B-rooklyn, N. Y. 11203Elizabeth Langiulli) (John Adams High School, Queens, N. Y.)Edward T. Larkin, 331 W. Clayton Ave., Apt. I, Clayton, N. J. 08312John J. Leddy, 39 O'akland Ave., West C,aldwell, N. J.Dir. D'llUCan D. MacBryde, Assoe. P'rof. of Philosophy, Essex County

College, 31 Qintorn St., NeMfark, N. J. 07102F~ank Montalh'ano, Principal, Memoliial Junior High School, Fair Lawn,

N. J.William J. PasereII, Jr., Paramus High School, 99 C:eIlitury Rd.,

Paramus, N. J.Thom,as A. Ohrzut) North Brunswick Twp. High, Rt. No. 130M~s. Wiinte~s ) North B,runswick, N. J.Violet Richman, Wilmington Friends School, Inc., Alapocas, WilmillJg­

ton, DeI., 19803Louis N. RosenfeIdJack McVey) Brooks School, No. Andover, Mass. 01845

Donald J. Ryan, 105 HiUside Rd., Sparta., N. J. 07871 (Nor1themHlighlands Regional H. S., Allendale, N. J. 07401)

Prof. George Sher, Dept. of Philosophy, Fairleigh Dickinson U., Tea­neck, N. J. 07666

Rohert Srtoor, Pompton Lakes High School, Pompton Lakes, N. J. 07442

v01. IV, No. 3, Octoher 1972

PRE-COllEGE PHILOSOPHY 127

Thorn1as E,. SternS/horn, Wykeharn Rise, Washington, Conn. 06793Mrs. C,arol Wirner )Mrs. Gisela Schw'ab ) Indian Hills High SchoolMrs. Lynn Malkovsky) 97 Yawpo Ave.Mrs. Joanne Sheffel ) Oakland, N. J. 07436Jarnes E. Whitcraft) Philosophy / Religion Dept.Dr. Margaret Grote) Glassboro State College, Glassboro, N. J.Mae Yanowitz, Highland Park Hligh School, Highland Park, N. J. 08904Dr. Julian Ziegler, Div. of Curriculum and Instruction, Newark Board

of Education, Rrn. 205, 31 Green 51., Newark, N. J. 07102Alan Pasch ) Dept. of Philosophy, University of MarylandDiane Svenonius) College Park, Md. 20742Jirn Friel, Dept. of Philisophy, StJate U. of l~. Y. at Farm,ingdale,

Farmlingdale, N. Y. 11735Ronald J. Nase, Jonathan Dayton High School, Springfield, N. J.Ellen Spingier, David Briarley High School, Kenilworth, N. J.Judith Merz, Cedar Grove, N. J.Keith E. Sheaburne, C:edar Grove, N. J.Helen Roberts, Seattle, W'ashingtönW. Terry Harrison, Stony BTook, N. Y. 11790Mrs. Geraldine Dawson, Morton Street School, Newark, N. J.Alexander Kohanski, Kean College, Union, N. J. (10 B,all Ave.,

Passaic, N. J.)Jlim Scanlon, 405 Franklin Tpke., Mahw'ah, N. J. 07430 (Don Bosco

H. S.) -Mrs. Muriel Becker, Dept. of English, Montclair State C:ollege, Upper

Montelair, N. J. 07043Adelaide C,. Roberts, SU'NY, Stony Brook, N. Y.W'ilm,a Rose, SUNY, Stony BrookBarlow Alhertson, SUNY, Stony B,rookJudy lachetta, SUNYAMichael Rogalin, Williarn Paterson CollegePaulette Chase, Stony B,rook (2 Valley R'd.) , N. Y.Ellen Deutsch, Stony B'roo~ N. Y.

........... ....... ., Litchfield, Conn.Gerald Nolan, 2040 DixweH Ave., Hamden, Conn. 06514Russ Hull, Ham,den, Conn.Joseph J. Simcrope, SufIield, Conn.J. Blandford, University of DelawareChris Llargent (?), University of D'elawareThornas A. Ohzut, No~th B,runswick High Sc:hool, N. J.Anne Marie WintersI, No. Brunswick High School, N. J.Miriam. M.cKenna, Hall High S.chool, West Hartford, Conn.Robert Tierney, V. Pi., Jas plarchwe:ll High SchoolRuby Rieman (?), Green Vill:age, N. J.

The Journal 01 Critical Analysis

128 MATTHEW LlPMA.N

Paula Struhl, William Paterson College, N. J.Emily Haynes, Syracuse University, Syracuse, N. Y.Dan Boorle, Indiana U. of PennsylvaniaArdelle Singer, Indiana U. of PennsylvaniaEdward Pugh, Indiana U. of PennsylvaniaEarl R. Humhert, Fairleigh Dickinson UniversityO. J. Falcone )P. J. Skruck ) Stamford, Conn.S. J. Catania )Judith Edmast, M. I. S.DT. I. de Vinck, AUandale........................................ , U.of Md.Ray Cru1tt, ChaIi'I'lman, Humanities Dept., Newark Academ,y, 91 So.

Orange Ave., Livingston, N. J. 07039Joan Ringelheim" University of Bridgeport, BTidgeport, Conn.Ma:dus Brown, New York City Board of EducationSister lanet Peal, Caldwell C:ollege, Caldwell, N. J.Lee C,reer, Central Connecticut StateG. C. Denise, Syracuse, University, Dept. of Philosophy, Syracuse, N. Y.Stewart Thau, Dept. of Philosophy, Syracuse U., Syracuse, N. Y.P. M. Henisse, 1882 Olcean Ave., Sea Bright, N. J. (Holmdei High

School)Morris Short, 107 Dixon Ave., Elberon, N. J.Dennis N. K. Darnov, MonnloU!th College, N. J.Madeline Dreher, O'zone Bark, Queens, N. Y.John Burns, Califomia State College, C:alifomia, Pa.Lidia G. Schoski, Mt. Pleas,ant High School, Wilm,ington, DeI.Cliff DuRand, Morgan Stalte College, Baltimore, M.d.Maroila Willard, Morgan State College, Baltimore, Md.Cameron B,rjght, Morgan State College, B,altimore, Md.B,arthara MushilI, University Without Walls" Morgan State College,

Baltimore, Md.J. E. Johnson, Morgan State C:ollegeProf. Blumrberg, Livingston College, Rutgers UniversityVincent Falcone, West Hill High School, Roxbury Rd., Stamford, Conn.P. S. Schievella, Jerse'Y City Sta1:e College, Jersey City, N. J.Mrs. Marilyn Amdur, Memori!al Junior School, Whippany, N. J.Prof. Lynne Belatief, State Island C:om,munirty College, Staten Island,

N. Y.Mr. Michael Brady, Solebury School, Nerw Hope, Pa.Pliof. Marx Wartofsky, Chairman, Dept. of Philosophy, Boston Uni­versity, Boston, M:ass.Prof. Jos. Margolis, D'ept. of Philosop,hy, Temple U., PhiliadeIphia, Pa.Prof. Jerome Eckstein, Chairman, Dept. of Hehraic Studies:, SUNY,

Allbany, N. Y.

Vol. IV, No. 3, Oc,toher 1972

PRE-COllEGE PHllOSOPHY 129

Prof. Patrick HilI, Dept. of Philosophy, SUNY, Stony Brook, N. Y.Mr. Leslie Max, John Dewey High School, Brooklyn, N. Y.Prof. Robt. G. Olson, Chairman, Dept. of PhjIosophy, Long Island

University, New YorkDr. Howard Storm, Superintendent of Schools, Leonia, New JerseyProf. Stefan Baumrin, CUNY, Graduate Center, New York CityProf. Karsten Struhl, Long Island University, New YorkP'rof. Peter Caws, C,UNY, Graduate Center, New YorkProf. C'lyde Ev,ans, Dept. of Philosophy, University of Massachusetts,

Boston, MassachusettsMT. Leonard Berman, Humanities C:onsultant, New Jersey Department

of Education, Trenton, New JerseyMrs. Myrna Danzig, School of Educa,tion, Montelair State CollegeProf. Charles Evans, C:C',NY, New York City, N. Y. (Dept. of Phil·

osophy)Mrs. Ruth Kauffman, Tatnall School, Wilmington, DelawareProf. George Brantl, Chairm.an, Department of Philosophy, Montelair

State CollegeProf. William Alston, Dougla~s College, Rutgers University, New

B,runswick, New JerseyProf. Paul Bosley, Departmen:t of Philosophy, University of Mass.,

Amherst, MassachusettsP'rof. D'On Harward, Department of Philosophy, University of Delaware,

Newark, DelawareMs. Adele Stern, Vice Prineipal for Curriculum, Para1mus High Sch001,

Paramus, New JerseyProf. Gerald Myers, C:UNY, Graduate C:enter, New York, New YorkMr. Frank Fiorito, President, New Jer~ey State Federation of TeachersMr. Marcoan:tonio Lacatena, Montclair State CollegeDT. Ward Sinclair, Director of CeIitification, New Jersey De:partment

of Education, Trenton, New Jersey

UNAB,L,E TO AllEND:

OUo Begus, Chairman, Department of Philosophy, Morgan State College,HiUen Road and Cold Spring Lane, Baltinlore, Md. 21239

Henry G. Bennett, Department of Philosophy, Corning C:ommunityCollege, Corning, N. Y. 14830

Elinor B·. E:rickson, 14,01 Main Street, Molden, Massachusetts 01520(Wachusett Regional High School)

Dr. Earl R. Hurnbert, Teaneck C:ampus, Fairleigh Dickinson University,Teaneck, New Jersey

J. R. Lambert) Gardner High SchoolRalph Lamhert) Gardner, Mass. 01440

The Journal 0/ Critical Analysis

130 MATTHEW llPMAN

Principal, General D. MacArthur Militlary Academy, Mt. Freedom,New Jersey 07970

Walter J. Pipp, Assi81tant Superintendent Educational Affairs, 5-01Bergen Avenue, Fair Lawn, Nerw Jersey

Dir. John Rosser, Aoting AssiSltant Commiss,ioner, New Jersey Depart­ment of Education, Trenton, N. J.

Sister Kathleen Tirnothy, 445 Scotland Road, South ÜTange, N. J.William B,. Williamson, Ursinus College, CollegeviIIe, PennsylVlanria

MATTHEW LlP'MANMontclair 5tate CoUege

The Society for \the Study of rthe History of Philosophy announoesits inaugural meeting, to he held iin conjunction with the EasternDivision of the Am,erioan Ph~losophical Association, Decemher 27-29at the Washington Hilton, Washington, D.C. The principal speaker willhe Professor Gregor Sebba (Institute of the Lliheral Artsi, EmoryV'niversity ), and his topie will he "What is the Hisltory of Philosophy ?"EX1a.ct timeand room location will he announced. For further infortm;a­tion of this meeting or the Society'S other aotiVli:t!ies, conrtac1: the cor­fieSlponding secretary, Professor Craig 'Walton, Depa,rtment of Philos­ophy, Vniversity of Nevada/LIM Vegas, Las Vegas, Nevada 89154.

Vol. IV, No. 3,October 1972