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FANTINI, MARIO D., and WEINSTEIN, GERALD, The Disadvantaged: Challenge to Education. New York: Harper, 1968. 455 pp. $8.95

Browsing Through the BookshelvesFANTINI, MARIO D., and WEINSTEIN, GERALD, The Disadvantaged: Challenge to Education. New York: Harper, 1968. 455 pp. $8.95 SAGE Publications, Inc.1968DOI: 10.1177/002248716801900322 Lawrence W. Doolittle Department of Education and Psychology Shippensburg State College This book seems to reopen the discussions started by the innovators of twenty or thirty years ago that culminated in education for "life adjustment." Fantini and Weinstein argue that, even in the period when the schools were criticized for their "soft," "frilly" program, they never abandoned the primary commitment to the development of academic skills, as critics like Bestor or Rickover implied. The authors state their position as follows : ... a lack of academic orientation could hardly be blamed for the school's failure to cultivate the human resources of the country; rather this rigidly academic orientation itself was forcing growing numbers of children to fall behind or to drop out altogether. This same concern was expressed by the advocates of "life adjustment" education in the late 4o's and early 50's, who proposed solutions of the problem similar to those proposed by Fantini and Weinstein. In 1947, Harl R. Douglass in his book, The High School Curriculum, which he refers to as http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Teacher Education SAGE

FANTINI, MARIO D., and WEINSTEIN, GERALD, The Disadvantaged: Challenge to Education. New York: Harper, 1968. 455 pp. $8.95

Abstract

Browsing Through the BookshelvesFANTINI, MARIO D., and WEINSTEIN, GERALD, The Disadvantaged: Challenge to Education. New York: Harper, 1968. 455 pp. $8.95 SAGE Publications, Inc.1968DOI: 10.1177/002248716801900322 Lawrence W. Doolittle Department of Education and Psychology Shippensburg State College This book seems to reopen the discussions started by the innovators of twenty or thirty years ago that culminated in education for "life adjustment." Fantini and Weinstein argue that, even in the period when the schools were criticized for their "soft," "frilly" program, they never abandoned the primary commitment to the development of academic skills, as critics like Bestor or Rickover implied. The authors state their position as follows : ... a lack of academic orientation could hardly be blamed for the school's failure to cultivate the human resources of the country; rather this rigidly academic orientation itself was forcing growing numbers of children to fall behind or to drop out altogether. This same concern was expressed by the advocates of "life adjustment" education in the late 4o's and early 50's, who proposed solutions of the problem similar to those proposed by Fantini and Weinstein. In 1947, Harl R. Douglass in his book, The High School Curriculum, which he refers to as
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