A SCIENTIFIC INQUIRY INTO THE RATIONAL BASIS FOR
The biological basis of human nature, human values and human education or
'PSYCHOBIOLOGY OF PEDAGOGY'
"A scientific inquiry should be characterized by a faith in the truth of a rational vision; faith in the hypothesis as a likely and plausible proposition; faith in the final theory ...This faith is rooted in one's own experience, in the confidence in one's power of thought, observation and judgement... rational faith is rooted in an independent conviction based upon one's own productive observing and thinking." (Erich Fromm, Man For Himself 205) home
"Is there some sense in which principles of pedagogy can be derived from our knowledge of man as a species - from knowledge of his characteristic growth and dependence, of the properties of his nervous system, of his modes of dealing with culture?" (Jerome Bruner (1971) Relevance of Education. p.118)
Part I The human organism is a social organism which depends for survival on accurate perception of reality i.e. 'intelligence'in order to adapt to changing environmental conditions i.e. 'adaptabiliy'.
chapter 1. Definition of Science: science as a human activity involving perception as a function of human consciousness. ... 'scientific method' as manifestation of species maturity...
Perception of 'reality' is a function of human consciousness and therefore a function of human growth and development.
chapter 2. Science of man: the human organism as a social organism: human nature defined in terms of human development in the context of freedom. limited cognition of 'immaturity'...
An inquiry into the 'science of man' is also an inquiry into the 'science of ethics' and therefore forms the basis for a valid theoretical construction of a 'rational ethics'.
chapter 3. science of ethics: Human development and values as 'operative values'... natural valuing process is function of as a part of normal human development... moral development as development of moral consciousness or 'conscience'.
Normal human development depends on appropriate conditions for proper development of the 'mind'i.e. 'education'.
chapter 4. Science of education:
Education as instruction is a function of culture and therefore has a political function . The growth of the individual depends on the extent to which the culture facilitates the growth process.
chapter 5. American cultural context
chapter 6. American education...
chapter 7. American 'educational crisis'
chapter 8. Paradigm shift
Part V Normal human growth depends on conditions provided by an education which is based on the real understanding of 'human nature'. Complete 'humanness' depends on the fulfillment of developmental human needs... including the 'higher' psychological needs or 'metaneeds'. Denial or frustration of human needs and human yearnings leads to psychopathology and human wickedness or 'evil'.
chapter 9. 'holistic education' as education for 'wholeness of mind'... for moral development... for understanding which depends on goodness or 'virtue'...
chapter 10. new education
chapter 11. 'biological model': Dr. Ovide Decroly (1871-1932)
Holistic education is validated by brain research or 'neuroscience'. Teaching methods are effective because they comply with the natural holistic functioning of the brain and the learning process become an integral part of personal growth and development.
chapter 12. Holistic education as natural education: brain as organ of the 'mind'... biology of learning... 'brain-based learning'...