THE PROCESS OF EDUCATION by Jerome S. Bruner. Cambridge: Harvard University Press, 1960. 97 pp. S2.75.

Reviewed by John A. Easley, Jr., AJSociate Profcuor of Scie11ce1 Hilo Campru, University of Hawaii.

Rare indeed is a book on educa. tional method-as penetrating and as stimulating as The Process of Etlucati011-which, because of its timeliness an<l clariLy of style, can be so strongly recommended Lo laymen, as well as to teachers, and Lo students of the art of teaching.

Two years ago, Professor Bruner directed at Woods Hole, Massa· chusetts, a conference of thirty-five leading scholars, whose concern with science represented many dif. ferem disciplines. The Process of Education is his "chairman's re­port" of this conference. It un· doubtedly owes much of its clarity to the author's own experience as a psychologist working on the pro-

cesses of concept formation and thinking. The specillc subject dis­Lmscd was science but the report has bro.id impliL.ttions. Since l11e authors of new curriculum materi· als and pedagogilal devices do not alw.t)!I spe.1k the same tech· nilal language or employ the same imuitive assumptil)m, an inter·

prcter i'i necdetl who can dr.1w olll the common elements of their ex­periences and ca~t them into a c-oherent It amework. Bruner has ,1ccompfohed this 1.1sk satisl.1ctori· ly, presenting a h,df·dozen dearly thought-out principles which arc basic Lo curriculum developments 'iuch as those rc<.ently produced in mathcmati(s and Slicnte.

Sd10ob today are fac:ed wilh the challenge of important new pro· grams being offered to them by new 11gencie~ of curriculum ma· terial development. Teachers and sd1ool administrators alike reveal the depth of this challenge in their

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concern with such questions as the following: Who is qualified to teach the new mathematics and science programs, and to whom should they be taught? What can be done to initiate comparable programs in other areas of the cur­riculum? If these new programs are designed for the "college·bound" students, what can be done for the rest of the school population? Are the various forms of pre-program·

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med instructional devices (so-called "teaching machines") merely new gadgets or can they really help? Does the teacher's freedom to make the final choice of the means o( instruction and the responsibility for making it have to be sacrificed in the interest of new educational objectives? Is there in these new programs a threat, as some claim, of a "national curriculum" im­posed from outside the schools?

Back of such questions there is real concern lest we make serious mistakes in our haste to rebuild the curriculum. A clear-headed re­view of the psychology of school subjects and the techniques and intellectual resources for teaching is sorely needed to give convincing answers. Bruner's brief statement takes us a remarkable distance, painting a convincing picture of the kind of curriculum the schools of the future can and should have.

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The reviewer has found but one serious point at which the author lets the reader down. Bruner raises, and promises discussion of, the fundamental question as to whether the individual teacher should be the sole and final arbi­ter of how each topic is to be pre­sented or whether he should be primarily an interpreter of basic instruction carried on by specially prepared sets of texts, films, and teaching machines. Subsequent dis­cussion never focuses on this par­ticular issue. On this very urgent question, the re\'iewer finds only the suggestion of the view (which he himself holds and, hence, may be reading into Bruner's words) that the second alternative is de· sirable now, but only as a means of later attaining the first. Sup­port for this conclusion is in Bruner's references to the import­ance of teachers setting their pu­pils an example of courageous ex-

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ploration of new ideas and to what teachers themselves can learn of a subject through conscientious ef· forts a t teaching it.

Like any truly provocative treat­ment, thb report raises more prob­lems for the serious re~tder th;in it answe1-s. The pedagogical accom­plishments Brnner discusses pre!>ent a challenge for study and explora· Lion by individual teachers, as well as indica te the need for still more

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WEIDNER-Cont'd from page 6 pursued an independent course. Private institutions are not super­vised in any substantial way by governments in the United States, and state universilies have a large measure of autonomy in most juris· dictions. As the new international programs have been developed, rather close connections have been established with the national gov· ernment agencies financing them, either wholly or in part. Neither university nor government has

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known what course of action to follow. There has been a tendency for government agencies to regard the projects as their own, and to supervise them very closely, almost on a day-to-day basis. Inilially at least, many universities, desirous of contributing to Ameri.:an for· f!ign policy and world peace as much as possible, have sought to tic their programs to government policies-of-the-moment. Inevitably, a parting of the ways has occurred, as professor has sought indepen­dence and government administra­tor, detailed coordination.

The search for a new formula that will satisfy all parties has covered rough terrain, especially since the universities have discover­ed that many of their objectives in international programs cannot be achieved except by government sponsorship, and the number of government agencies concerned has multiplied. Coordination of govern­ment interests in this area has

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been both demanded and feared: demanded by those who would like to see a single consistent policy, feared by those who feel that un· less the policy itself represents a major departure from past prac· tice, the universities would have less freedom and be more controll· ed by government red tape. This is one of the dilemmas facing the Assistant Secretary of State for Edu. cational and Cultural Affairs, Philip H. Coombs, who has been asked by the President to coordi· nate all government activities in this field. On the uni\'ersity side there is a parallel dilemma: should each university be free to deal with government agencies as it wishes, or should some educational asso· ciation or group, new or old, de· vt:lop recommended policies for all institutions and speak authorita­tively for American universities be­fore government ;igencies? The Ford Foundation Committee on

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the Uni~ersity and World Affairs favored the latter course, but ran into objections from those who did not want to be bound by group decisions or actions. A new or­ganization has emerged from the Committee's recommendations, but Education and World Affairs, Inc., is not to be a membership associa­tion or one that speaks authorita­tively for all colleges and universi­ties. It is to stimulate and facilitate university action. The great variety of institutio ns of higher education in the United States would seem to argue persuasively for great freedom and experimentation for all institutions, but often group action can enhance the opponuni· ties of any single university.

These are unquestionably days of challenge for American univer· sities. The demand of greater and greater numbers of students to en­ter college has placed a strain on physical and teaching resources

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that has never been equalled pre­viously. In more normal times, the international challenge Lo Ameri­can universities would still be greet­ed by mixed feelings and clashes of competing goals and priorities. Currently, each new program pro­posed must be scrutinized with care to determine its relevance to the major purposes of an institution. Even meritorious suggestions must be reluctantly put aside for lack of money and personnel.

In such a situation, what claims do the opportunities in internation­al education have upon American university resources? Not a great deal, if they represent whims of the moment, with no clear rela­tion to the purposes of a univer­sity. Institutions unwilling to re­think and to modify their regular activities should not take on new international responsibilities, be­cause, under such circumstances, the latter can be only mere ap·

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Grossman pendages. But to the university challenged by the world in which we live, desirous of relating its teaching and research activities to facilitating world understanding and contributing to world develop­ment-that university will find op· portunities for greatness in push­ing ahead on the frontiers of high· er education in international edu­cation and exchange.

TURNBULL-Cont'd from page 11 studies sponsored by the Center. Dr. Clark Kerr, President of the University of California, and three associates reviewed last year the structure of the Center and made recommendations which have since been acted upon. A meeting of representatives invited from a number of American institutions, suggestions from a great many scientists who attended the tenth Pacific Science Congress, antl re-

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REFERENCES

I. These and the figures that follow arc taken from Open Doors-1961 . New York: Institute oC Internation· al Education, 1961. a, 12, 16, 17.

2. Sec Homer D . Higbee. The Stntm of Fort:ig11 Stude11t Advising ill the U11ited Stales. East Lansing: Institute of Research on Overseas Programs, Michigan State University, 1961.

ll. Sec Tiie lllten1atio11a/ Programs of American U11iversities. East Lansing: Institute of Research on Ovcm:as Programs, Michigan State University, 1958.

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ports from individuals and teams the Center has sent to Asia have provided a reservoir or ideas and information from which policies and programs of the Center are being developed.

Obviously the greatest impact of the Center on the day-by-d ay life of the University has been the ar­r ival of graduate and undergrad­uate students from many countries of the world. These students have

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been sefected from a vast number of applicants in each country through a screening process which involves bi-national committees in the field as well as academic eval· uation by people on our own cam­pus. The awesome magnitude of the selection responsibility can be grasped from the fact that for Jess than two do1en gr.mts exper ted to

be made in India for September of 1962, over 3,000 applica tions were received. Similar response has been seen in other countries ranging from South Korea to \Vest Pakistan and including some of the Pacific Islands areas. Students at present include 36 in various phases of agri­culture, 29 in English as a second language, 19 in government, 18 in education, an<l others in a range of fields from anthropology to zoology. The Asian and Pacific students are given awards to study in any field for which they qualify, although emphasis is placed in certain areas of their greatest need

and the University's greatest strength. American scholarships students, on the other hand, enter the University for stmlies pertain· ing to Asia or Asian and -Pacific affairs.

Scholarships are normally for two years and incJt.1de travel. tuition, foes, books, housing, food. an al­lowance for incidentals, and funds for a study tour outside Hawaii . One of the unique features of the srholarships is the study tour: for Asian students, study on the main­land of the United States. and for Americ;in students, study in Asia. The tours are academically related to study programs at the Univer· sity an<l are designed to provide opportunities for a wider acquaint· ance with a variety of American and Asian communities and special studies to augment the curricula a\'ailable here. Thirty-eight of the present grantees have embarked on such tours so far.

The Center itself teaches no reg·

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ular academic courses and has no faculty. All students attend classes in the University and in other in· stitutions. However, certain serv­ices and special programs have been developed by the Center to facilitate both the academic pro· gress of the grantees and their op· portumues for cultural inter­change. An English Language In· stitute provides both group and individual assistance to Asian stu­dents who require aid in gaining

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competence in speaking, reading and writing English. This agency makes it possible to select other­wise highly qualified students who have not had sufficient experience with English.

There are obviously many diffi· cult problems of adjustment for all foreign students, both academi­cally and in their personal affairs, for which special counsel must be available. The Center provides

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support for markedly expanded student services on the campus of the University of Hawaii. These include credentials technicians, academic counselors, reside!'H as­sistants, specialists in housing and feeding and personnel to assist the foreign swdent advisor.

Center support is given to the University for both Asian and American study programs which makes it possible to offer not only useful courses of study but an ex· tensive series of lectures, symposia, concerts, and films, which will en­sure the presentation of cultural material to buttress speci;11izcd studies. Through assistance from the Center, collections in the Uni­versity Library have already been augmented by some 15,000 volumes in '"' cstern languages, 63,000 vol­umes in Chinese, and 30,000 vol· umes in .Japanese.

Finally, there are housing, feed­ing, administering, and teaching

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facilities now under construction which have been planned to be de­veloped in stages, paralleling the growth of East-West Center pro­grams. Buildings rising above the ground at the present time include an administration-food service building, a laboratory-classroom building to house offices and re­search and instructional labora­tories of the departments of zool­ogy and entomology, a theater­auditorium, and a high-rise dormi­tory and a low-rise dormitory to

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a Reat1st1c appRoach to e~~ect1ve 1nvest1nent

IS OUR CONVICTION that the "Sixties" will be an era of dynamic growth in the Pacific.

Scientific developments, the Jet (and the soon-to-come supersonic aircraft) , added exposure of natural resource discoveries, the flam­ing desire of the great masses of people for opportunities to improve, and anxiety of venture capital to explore dormant opportu­nities created by an active travel traffic ... all these will be the dynamic factors to bring about expanded growth in the Pacific Area.

The prospects of the economy in Hawaii are sound and moving forward with firmness. The broadening of Hawaii's dynamic tourist industry is timely and compatible with Hawaii's economic growth, and will provide the necessary supplement to our expand­ing diversified industries. The inevitable development of the Com­mon Market complex in the Orient will create considerable activity as well as stability.

In all these factors lie the added opportunities for Hawaii­of which this Company is a pare-and for which we are well geared.

Construction is now under way on the $23,000,000.00 llikai Apartment-Hotel, which will reflect the finest in construction and architectural styling in Hawaii. The developmenr of approximately 175,000 sq. ft. of adjacent properties is also under consideration.

Substantial sources of low-cost potable water were discov­ered in Makaha Valley by test drilling on September 29, 1961. This has added greater potential value to Makaha and will assure the orderly development of our 5,400 acres for resorr use and homes for the future.

A sell-our of the first increment of 208 residential lots in our Marin Bay development is anricipaced, and development plans have been advanced for the second increment of 300 lots early this year.

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provide space for 600 students, transient quarters for trainees and conference delegates as well as for visiting scholars. These buildings will be ready for occupancy in September of 1962. In addition, several new Uni versity buildings will serve the Center. These in­Clude the Gateway House, a dormi· tory·lood service unit, and a new Institu te of He•thh Research.

The East·lVcst Center is experi­encing all of the growing pains common to such organi1ations, but it is basically a healthy infant. It will face all of the problems, diffi· cu!Lics, and dangers which are necessary to its life and Car its growth to maturity, but it faces equally significant opportunities and great challenges. Historians can mark its success or failure only after it has become a well-establish· eel institution. For the moment we may be content with the miracle of its birth.

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King SI, al Bishop (Yaung Halel Bldg.) Wahiawa Branch: 702 California Ave.

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WORLD BOOK ENCYCLOPEDIA

helps form the future

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