HISTORY OF EDUCATIONAL THOUGHT

History of Educational Thought Robert Ulich Indissolubly connected with the many changes of our times is a transformation of our attitude towards learning. During the past century scholars have been too proud of the accumulation of facts. There was in their minds the more or less conscious assumption that progress in knowledge was guaranteed to the degree that they were capable of registering and describing the variety of data to be found in the past and the present. This assumption is true if we consider knowledge ought to be a means towards wisdom and personal maturity. But are we really justified in blaming particularly the last two or three generations for cherishing the ideal of material completeness. Probably not; for in all centuries the majority of scholars have been too easily satisfied with mere fact-gathering, and only a few have asked, “To what end is all this professional busy-ness?” Not that great thinkers have ever objected to thorough research and to a decent respect for exactness; but they have wished a scholar to remember that knowledge, first of all, ought to help man to understand himself, his professional and civic duties, and his relation to the physical and spiritual universe. No doubt demands like these are raised again with new intensity in out time, which in contrast to happier decades has brought us face to face with the demons of destruction dwelling in the under-grounds of every civilization. This book has been written with an intense awareness, in the field of education, with which it is concerned, there also has arisen the contrast between external magnitude of knowledge and inner certainty.

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