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One can see in teacher education a trend away from the old omnibus "first course" in principles and history to a study of living, changing communities. Common sense and a desire to serve people have brought about this change, but further progress would seem to depend upon other factors. One factor is the ability to assimilate technical knowledge, to learn what has been found out in years of research study. Time and again, in field work, one will find this lack of knowledge on the part of teachers and of school heads. Worse still, college professors take school consultant jobs on difficult community problems without having any background of community study or any particular insight into the structure of community life. When sociologists and cultural anthropologists study "community," what do they study? How do they proceed, and what has been found out? This is a long and involved story but an exciting one, a kind of learning which has high use value in school work. What, after all, is a community? Can one, like Humpty Dumpty in explaining a concept to Alice, write his own meaning for the word? Is the question simply, as Humpty put it, "Which is the master—me or the word?" Can people "live together" without being a community? Of what kinds of communities is the nation made up? If one could draw up his own over-all plan for community study, what would it be? Starting with these questions where thought so often goes awry, we can move in successive chapters through increasingly complicated patterns of community life. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Published: Nov 10, 2014
Keywords: communities; community life; educational sociology
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