Department of Education. Contains complete materials and instructions on teaching children to read at home.

    In it, the author presents the philosophy and principles of Suzuki's teaching methods. Through the examples from his own life and teaching, Suzuki establishes his case for early childhood education and the high potential of every human being---not just those seemingly gifted.

    His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Jerome Bruner, Harper's reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context."One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and lan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.

    

    

    On Jewish Learning collects essays, speeches, and letters that express Rosenzweig’s desire to reconnect the profound truths of Judaism with the lives of ordinary people. An assimilated Jew and scholar of German philosophy, Rosenzweig was on the point of conversion to Christianity when the experience of a Yom Kippur service in 1913 brought him back to Judaism, and he began to study with philosopher Hermann Cohen. Seeking how to be an observant Jew in the modern world, Rosenzweig refused to characterize the traditions of Jewish law as mere rituals, customs, and folkways. His aim for himself and for others was to find Judaism by living it, and to live it by knowing it more deeply.The Wisconsin edition is not for sale in the British Commonwealth, the Republic of Ireland, or South Africa.

    In writing this monograph on statistical techniques for dealing with such data, we have three objectives. First, we have tried to give a simple description, with numerical examples, of the main methods that have been proposed. We hope that by concentrating on the examples the applied statistician with a limited inclination for theory will find something of practical value in the monograph. Second, the monograph is intended as a survey, necessarily incomplete, of some of the problems in theoretical statistics that stem from this sort of data. A number of specialized subjects have, however, been dealt with only briefly, the main emphasis being placed on the problem of examining the structure of a series of events. Finally, we hope that the monograph will be of use to teachers and students of statistics, as illustrating applications of a range of tech niques in theoretical statistics. We are extremely grateful to the International Business Machines Corporation for providing programming assistance and a large amount of computer time. We wish to thank particularly Mr A."

    In a style that is remarkable for its simplicity, warmth and candor, Leonard Levitt makes us see what it was like......to teach his boys the meaning of a day, a year, a season...to be hailed as broo (brother) and offered the potent pombe by the friendly villagers...to coach Headmaster Twakatulu for his promotion exams...to devise a "scientific" explanation for using the always-left-out small boys on the basketball team...to visit the home of his star pupil, Fedson, and meet his father and three mothers...to be grateful beyond words for a hot bath...to find his students huddled around a small lamp long after curfew, working on their sums...to hear a teacher say earnestly, about witchcraft, "But it's true, broo, it's really true"...to watch the boys' eyes light up at the news that each would have his own copy of Gulliver's Travels for two weeks...to face incredulous stares from Rhodesian whites when they learn what he is doing.An African Season is both a young man's odyssey and a remarkable picture of Africa. In the words of Me. Twakatulu, it is "very, very."