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The construction of several new buildings on campus this summer has provided
summer jobs for many UNC students. Bob Cone, a rising sophomore, is one of several
students working construction at the social sciences building. (Staff photo by John
Gellman)
UNC News Bureau
"Of all the efforts to effect change in
our society we have had the fewest results
in education. We have introduced all
kinds of curricular changes in all areas of
education but, as strong and as necessary
as they might be, we haven't been too
successful."
The speaker, Dr. Robert B.
Binswanger, director of the Experimental
Schools Program in' Washington, D.C.,
was addressing a special seminar for local
public school In-Service Directors at the
University of North Carolina's School of
Education here, which continues through
August 7.
Professing to be "a totally irrelevant
educator, but proud to be one,"
Binswanger said, "we are the poor second
cousins of society -the poor relative of
the legislature -the poor relative of the
university."
He cited one thing lacking from critics
of education-"they have no alternatives
or solutions to the problems."
Binswanger likened the In-Service
director's role to that of the orchestra
conductor who must cause several people
with different viewpoints in his social
system to interact and operate in
harmony.
There is the "I was there" teacher who
looks upon In-Service Education like an
old hat with a new band. There are the
"Peter Principle" (executives elevated to
the highest point of inefficiency)
educators who previously had successful
interaction with students in the teaching
ranks and then moved into the upper
echelons of administration. There are the
"creepers," quiet, but they are there
doing nothing.
Included in these various audiences,
Binswanger pointed out, are the members
of the board of education and the
principals who find it hard to understand
what In-Service Education is or even the
need for it. Surprisingly, he said, some
professors and administrators think they
themselves don't need it. They are,
according to Binswanger's description
"competent deviates."
"We need In-Service Education and
staff development as part of a
comprehensive education program,"
Binswanger stressed. "How do you
integrate what you do is the important
thing."
Self-reliance, hard work, innovation
and cooperation, he said, are the
watchwords for education.
Another seminar speaker, Dr. John
Geissinger, president of the American
Association of School Administrators,
shared his insights to the In-Service
Education directors.
in a period of social change. Geissinger
noted two compelling factors that react
upon all institutions and particularly
upon education: the force which seeks to
preserve the status quo. to retain the
"tried and true" which is supported by
the conservatives: the other, a dynamic
force which requires change, seeking to
try the new and eliminate the old,
supported by liberals and progressives.
"These forces in communities are
constantly reacting against each other and
often a public school policy or practice is
their battleground." the authority said.
"But the public is not easy to read these
days. Individuals and groups are not as
ready to reveal their basic philosophy as
they are to tell us what we in education
are to do."
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UNIVERSITY OF NORTH CAROLINA
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