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We all share responsibility for vitalizing American education. As Myles Friedman makes clear, many of the changes needed are beyond the ability of educators to implement alone. They need supportive coalitions among government, community, and business leaders and agencies to force change. The purpose of the book is to present a prescription for interesting students in school so that they will want to attend and learn; developing law-abiding, productive citizens who are able to keep our nation at the forefront through innovation; and enabling students to find personal satisfaction while making social contributions. The emphasis is on changing what and how students are taught, rather than on changing the organization or politics of education. Friedman asserts that it is the instruction students receive in the classroom that determines their potential much more than the structure of the educational system or the politics that govern it.
We all share responsibility for vitalizing American education. As Myles Friedman makes clear, many of the changes needed are beyond the ability of educators to implement alone. They need supportive coalitions among government, community, and business leaders and agencies to force change. The purpose of this book is to present a prescription for interesting students in school so that they will want to attend and learn; developing law-abiding, productive citizens who are able to keep our nation at the forefront through innovation; and enabling students to find personal satisfaction while making social contributions. The emphasis is on changing what and how students are taught, rather than on changing the organization or politics of education. Friedman asserts that it is the instruction students receive in the class that determines their potential much more than the structure of the educational system or the politics that govern the system.
Teaching students how to control outcomes is the thesis that permeates the book. People must learn to control outcomes if they are to benefit themselves or society. They must be able to control outcomes well enough to take care of themselves, become gainfully employed, and to get what they want from life--whatever that may be. This important book is for professionals, academic, and community leaders responsible for improving education.
List of contents
Introduction
The Failures of Education
Interesting Students in School
Taking Control
Maximizing Control
Coping With Impediments to Control
Controlling the Educational Enterprise
Take Control Curriculum
Take Control Instruction
Counseling Students
Vitalizing Education
Epilogue
About the author
MYLES I. FRIEDMAN is Gambrell Professor of Educational Psychology at the University of South Carolina. He has spent his professional life conducting research and building scientific theories in the fields of education and the social sciences. The emphasis of his work has been on human excellence, its nature, and attainment. Among his earlier publications are
Taking Control (Praeger, 1993),
The Psychology of Human Control (Praeger, 1991), and
Rational Behavior (1975).
