|
|
|
|
|
5
4
3
2
1 |
1. |
The curriculum should emphasize essential knowledge, not students' personal interests. |
|
5
4
3
2
1 |
2. |
All learning results from rewards controlled by the external environment. |
|
5
4
3
2
1 |
3. |
Teachers should emphasize interdisciplinary subject matter that encourages project oriented, democratic classrooms. |
|
5
4
3
2
1 |
4. |
Education should emphasize the search for personal meaning, not a set fixed body of knowledge. |
|
5
4
3
2
1 |
5. |
The ultimate aim of education is constant, absolute, and universal: to cultivate the rational intellect. |
|
5
4
3
2
1 |
6. |
Schools should actively involve students in social change to reform society. |
|
5
4
3
2
1 |
7. |
Schools should teach basic skills not humanistic ideals. |
|
5
4
3
2
1 |
8. |
Eventually human behavior will be explained by scientific laws proving there is no free will. |
|
5
4
3
2
1 |
9. |
Teachers should be facilitators and resources who guide student inquiry not managers of behavior. |
|
5
4
3
2
1 |
10. |
The best teachers encourage personal responses and develop self-awareness of their students. |
|
5
4
3
2
1 |
11. |
The curriculum should be the same for everyone: the collective wisdom of Western culture delivered through lecture and discussion. |
|
5
4
3
2
1 |
12. |
Schools should lead society toward radical social change not transmit traditional values. |
|
5
4
3
2
1 |
13. |
The purpose of schools is to ensure practical preparation for life not to encourage personal choice. |
|
5
4
3
2
1 |
14. |
The best teachers manage student behavior efficiently and accurately measure learning of prescribed objectives. |
|
5
4
3
2
1 |
15. |
Curriculum should emerge from students’ needs and interests, therefore it should not be prescribed in advance. |
|
5
4
3
2
1 |
16. |
Helping students develop personal values is more important than transmitting traditional values. |
|
5
4
3
2
1 |
17. |
The best education would consist primarily of exposure to great works in the humanities. |
|
5
4
3
2
1 |
18. |
It is more important for teachers to involve students in activities to criticize and transform society than to teach the "Great Books." |
|
5
4
3
2
1 |
19. |
Schools should emphasize discipline, hard work, and respect for authority not reform society. |
|
5
4
3
2
1 |
20. |
Human learning can be controlled: anyone can be taught to be a scientist or a thief; therefore personal choice is a myth. |
|
5
4
3
2
1 |
21. |
Education should enhance personal growth through problem solving in the present not emphasize preparation for a distant future. |
|
5
4
3
2
1 |
22. |
Since we are born with an unformed personality, personal growth should be the focus of education. |
|
5
4
3
2
1 |
23. |
The universal constant in human nature is the ability to reason therefore the sole focus of education should be to develop reasoning ability. |
|
5
4
3
2
1 |
24. |
Schools perpetuate racism and sexism camouflaged as traditional values. |
|
5
4
3
2
1 |
25. |
Teachers should efficiently transmit a set fixed body of knowledge not experiment with curriculum. |
|
5
4
3
2
1 |
26. |
Teaching is primarily management of student behavior to achieve the teacher's objectives. |
|
5
4
3
2
1 |
27. |
Education should involve students in democratic activities and reflective thinking. |
|
5
4
3
2
1 |
28. |
Students should have significant involvement in choosing what and how they learn. |
|
5
4
3
2
1 |
29. |
Teachers should promote the permanency of the "classics" not practical preparation for life. |
|
5
4
3
2
1 |
30. |
Learning should lead students to involvement in social reform. |
|
5
4
3
2
1 |
31. |
On the whole, school should and must indoctrinate students with traditional values. |
|
5
4
3
2
1 |
32. |
If ideas cannot be proved by science, they should be ignored as superstition and nonsense. |
|
5
4
3
2
1 |
33. |
The major goal for teachers is to create an environment where students can learn on their own by guided reflection upon their experiences. |
|
5
4
3
2
1 |
34. |
Teachers should create opportunities for students to make personal choices not shape their behavior. |
|
5
4
3
2
1 |
35. |
The aim of education should be the same in every age and society not differ from teacher to teacher. |
|
5
4
3
2
1 |
36. |
Education should lead society toward social betterment not practical preparation for life. |
| |
|
|