Educreation and Feedback

Educreation and Feedback: Education for Creation, Growth and Change introduces an educational revolution that focuses on the delivery of knowledge to students. Educreation is the innovation in the world history of education. The book looks at the quantitative factors that form the problems of education. A chapter of the book explores the state of professional education. This section also cites some examples of profession and its dilemmas. The book focuses on issues such as the basis of educreation, some theories of learning, and the general implications of educreation. Some teaching methods and its effectiveness are reviewed. The book provides a listing of existing educational aids; such aid as the braille, morse code, typewriters, and drawing projections are mentioned and categorized as to its applicability. A separate section of the book is focused on the methods of educreation in architectural education. A portion of this section discusses some therapeutic tools to help students with their problems. The text is intended for teachers, researchers, and students in the field of education.

Foreword to Educreation and Feedback, The Second Edition of EducreationThe ContributorsAcknowledgmentsIntroductionIntroduction to Educreation and Feedback, The Second Edition of EducreationI. Context and Orientation I.1 Quantitative Aspect of the Problems of Education I.1.1. The Triple Explosion I.1.2. Selection-Hidden and Deliberate I.2 Qualitative Aspect of the Problems of Education I.2.1. The Critical Situation I.2.2. Bias Against Creation I.2.3. Broadening of Horizons I.3 The Plight of Professional Education I.3.1. Medicine I.3.2. Science I.3.3. Structural Engineering I.3.4. Architecture I.3.5. False Starts to Reform I.3.6. B.A.S.A. I.4. Educreation-Education with Bias towards Creation I.4.1. Self-regulation to Replace Compulsion I.4.2. Co-Operation to Replace Competition I.4.3. A Therapeutic Attitude to Replace Moralist Judgments 1.4.4. The Powerful New Pattern I.5. Postscript (1978)II The Basis of Educreation II. 1. Theories of Learning II.2. Philosophies of Education II.3. Outline for an Integrated Pattern Approach and Concept II.3.1. Basic Concept-The Fundamental Factor II.3.2. Basic Tentative Tenets II.4. Integrated Pattern Approach to Educreation II.4.1. Definitions II.4.2. The Dynamic Quality of all Relationships II.4.3. Form II.4.4. Organization II.4.5. Disorganization II.5. The Therapeutic Attitude to a Sick Society II.5.1. Multiple Diagnosis II.5.2. Origin and Fundamental Nature of the Emotional Sickness in Individuals and Groups II.5.3. Relevance of a Therapeutic Attitude to Higher Education II.6. Postscript (1978)III. General Implications of Educreation III. 1. Students III. 1.1. The Crisis of Entry III. 1.2. The Basis of Real Respect III. 1.3. Sexual and Social Metamorphosis III.2. Human Teachers III.2.1. The Confused Position III.2.2. Present Application and Duties III.2.3. Proposals for Separation of Tutorial and Consultant Teacher Functions III.2.4. Tutorial and Consultant Professors III.2.5. Staff Appointments Procedure III.2.6. Learning from Fellow Students III.3. Teaching Methods and Assessment III.3.1. Examinations-Abominations III.3.2. Educreational Assessment III.3.3. The Project III.3.4. Amelioration of Examinations III.4. Research III.4.1. Definitions III.4.2. Confused Thinking III.4.3. Creative Experiment III.5. Technological and Other Aids III.5.1. Automated Learning-a Red Herring III.5.2. Classification of All Aids III.5.3. The Rational and Early Use of Aids III.5.4. "Cobo" and Other Fresh Ideas III.6. The Place III.6.1. Residential Needs of Students III.6.2. Teaching and Learning Accommodation III.6.3. Social and Sexual Basic Needs III.7. Administration III.7.1. The Retarding Effect of Mal-administration III.7.2. Work Democratic Management III.8. Implementation III.8.1. Primary and Secondary Truths III.8.2. Implications and Dangers III.9. Summary of Changes towards EducreationIV. The Techniques of Educreation in Architectural Education IV.1. The Organization of a School IV.1.1. The School Unit of 150 Students IV.1.2. Communication in a Co-Operative Context IV.1.3. Working Groups and Associates IV.2. Entrance IV.2.1. Virtues of Random Selection from IV.2.2. Candidates IV.2.3. The Advisory Meeting IV.2.4. Research at the Bartlett School IV.2.5. Emergency Universities IV.3. Therapeutic Techniques IV.3.1. The Variety of Possibilities IV.3.2. Individual Therapy-aided Personal Effort IV.3.3. Free Group Discussion IV.3.4. Group Tackling Work Obstructions IV.3.5. Group Psychotherapy IV.3.6. Co-Operation as the Therapeutic Factor IV.3.7. Staff Involvement IV.4. Initiation IV.4.1. Functions of Initiation IV.4.2. Proposals IV.5. Primary Awareness Studies IV.5.1. Critical Faculties-"Do I Still Think?" IV.5.2. Staff Introduction-"Who are the Staff?" IV.5.3. Architecture-"What Have I Begun?" IV.5.4. Design Skill-"As Easy as Falling off a Bicycle" IV.5.5. Motives-"Why are We Here?" IV.5.6. Anatomy of Judgment-"Are You Sure? Pity We are So Sure!" IV.5.7. Communication-To Each His Own IV.5.8. Structural Awareness Studies-Forces Fight Forms and Materials IV.5.9. History-"You are, Whether You like it or Not" IV.5.10. Economics-"Price Me a Pound of Cathedral, Please" IV.5.11. Environment-The Sins of Our Fathers IV.5.12. Responsibility-The World is One IV.5.13. Work Method Progress-"Where Am I Now? or Christmas is Coming (in the Northern Hemisphere)" IV.6. Design Process: Method, Analysis and Awareness IV.6.1. Common Functioning Principles in Design Process Method IV.6.2. Other Methods IV.6.3. Computers as Design Aids IV.6.4. Design Process Awareness Study IV.6.5. Design Process Chart Use IV.7. Design Process Practice: Studio Work: Progress and Assessment IV.7.1. Analysis of Present Studio Work IV.7.2. Alternative Views on Remedies IV.7.3. Seminar Methods to Further Team Work IV.7.4. The First Project IV.7.5. Assessment Aids IV.8. Gaining Specific Knowledge IV.8.1. Existing State and Robbins's Recommendations IV.8.2. Methods of Learning IV.9. Reality in Theory of Architecture IV.10. The Real World IV.10.1. The Shallow Official Attitude IV.10.2. An Educreational Course in Theory and Practice of Building IV.10.3. The Professional Evening IV.10.4. Offices in Schools IV.11. Aids: Design Skill in the Design Process IV.11.1. Comment IV.11.2. Design Integration Aids IV.11.3. Aesthetic Gestalt Abstraction IV.11.4. Aids to Inspiration IV.11.5. Calculation and Measurement Aids IV.11.6. Memory Aids-Check Lists IV.12. Research IV.12.1. Present Pathetic Position IV.12.2. Proposals IV.13. The Place IV.13.1. Work Needs IV.13.2. A Wider ViewBibliography General Specific to Architectural EducationV. Feedback V.1. Problem Solving in a Counseling Group V.2. Educreation-The Change from a State School to a Community School V.3. An Educreational Approach to the Teaching of History in an Australian College of Advanced Education V.4. Experiment in Government of Tertiary Institutions V.5. The Energetic Starvation of College StudentsBibliography to Chapter V