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The text contrasts present educational methods that prepare individuals mainly for struggle and personal gain with a future aim: enabling youth to make the greatest contribution in meaning to the largest number of fellow-beings over time. It argues that modern moral and social difficulties reflect the inadequacy of existing teaching content, calling for renewed educational material, discipline, and service-oriented life-work 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service.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem does the text connect to inadequacies in teaching?",{"text":121,"@type":113},"It links moral and bodily disease, degradation, and other social catastrophes to the intransigence and inadequacy of existing teaching methods and 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LIBRARIESPRESERVATION DIVISIONBIBLIOGRAPHIC MICROFORM TARGET\n\nORIGINAL MATERIAL AS FILMED-EXISTING BIBLIOGRAPHIC RECORD  \nReproductions may not be made without permission from Columbia University Lbraries.             \nRESTRICTIONS ON USE:  \n# TECHNICAL MICROFORM DATA\n\n3mmIMAGE PLACEMENT:IA(IIA)  \nFILM SIZE:              \nDATE FILMED:                    5-8-92INITIALS:          8  \nTRACKING\\#:                                                                                                23844  \nFILMED BY PRESERVATION RESOURCES,BETHLEHEM,PA.  \n2016  \nmnugh the     nr0m  \n# THE·NEW TYPE OF MANAND EDUCATION\n\nTWO LECTURES  \n24L  \nIDEA AND CREATIVE FORCE.THE MAIN SUBJECT OF EDUCATION.LIFE-PHILOSOPHY AND RELIGION.  \nTHYRA BOLDSEN  \n## THE NEW TYPE OF MAN ANDEDUCATION.\n\nINTENTIONAL SECOND EXPOSURE  \n## THE NEW TYPE OF MAN ANDEDUCATION.1136\n\n## THE NEW TYPE OF MANAND EDUCATION\n\nTWO LECTURES BY  \nTHYRA BOLDSEN  \nTranslated from the Danish by  \nWINIFRED AYDERSON  \nK (E  \nTHE“KLINTE“  \nPUBLISHERS  \n(E.and J.Thorning)C O PE NH A GENLondon:Hendersons,66 Charing Cross Road.Boston:The Four Seas Co.  \n1926  \n上比L11120  \n.4  \nM·1Buteu  \n°  \n11-11-26  \nCOPYRIGHT,1926,by  \n“KLINTE“s FORLAG  \nCopenhagen.  \nPrinted in Denmark.Kaj Orboe's Bogtrykkeri,Hellerup.  \n“...The first essential of a well-groundedschool and college training is that the ele-ments of that knovledge and achievementrwhich constitute human experience shallbe given to the youth for his information,for his discipline,and for his inspiration.  \n...There is an odd idea abroad that youthmay,in some mysterious way,be trainedfor citizenship without being taught any-thing,and that they may be made usefulmembers of society without the inestimableadvantage of discipline.  \n...This lawbreaking habit has grown upthrough lack of discipline and self-discipline,through lack of real education,and it willnot be checked or overcome until those de-ficiencies are repaired.Law-breakers arealmost uniformly graduates of our com-mon schools,and not infrequently of ourcolleges as well.This fact tells the story.They have not been disciplined,trained,educated,either at home,at school,or at  \ncollege,to those habits of self-control,self-mastery,and self direction which are theonly effective protection society has againstlaw-breaking and lav-lessness.  \n...if human beings are given that dis-cipline which is the ladder that leads toself-discipline,the story that the neat gene-ration will have to tell will be a far dif-ferent and far more encouraging one.  \n...The liberally educated man is,con-sciously or unconsciously,cast in the philo-sophic mold.He has equipped himself forreflective thinking,for interpretation,and.for those deeper insights into the meaningof knowledge and of life that raise him abovethe common mass of men.It is this liberallyeducated man who,when fired by scholarlyzeal and passion for truth,makes the idealacademic teacher and gives to the youthwho surround him some portion of hisown insights and his owm character.“  \nNicholas Murray Butler,President ofColumbia University,in the Annual Reportof the President 1925.  \n## IDEA AND CREATIVE FORCE.\n\nTHE NEW STANDARD.  \nThe difference between the educationalmethods of the present and of the future willlie in their respective aims.  \nA new mentality must be fostered,if weas individuals and in the social state are toarrive at an easier and happier mode ofliving.  \nThe object of education has been to pre-pare man for his struggle for existence;toenable him to gain the best possible placein the race;and he stakes his all upon grasp-ing the most possible,for himself.  \nThe premise has been that the conditionsof a happy life lay in power and possession.This is the egoistical point of view.“Getas much as you can!\"  \nBut the education of the future must aimto give youth the ability to make the grea·test possible contribution,to be of the grea-  \ntest pos","cbCaiunmE65icWKd","https://ap.wps.com/l/cbCaiunmE65icWKd","pdf",1905156,44,"English","# TWO LECTURES\n## THE NEW TYPE OF MAN ANDEDUCATION\n## IDEA AND CREATIVE FORCE\n## THE PROBLEMS","[{\"question\":\"What does the future education aim to achieve according to the lectures?\",\"answer\":\"It must give youth the ability to make the greatest possible contribution and meaning to the largest number of fellow-beings over the longest space of time.\"},{\"question\":\"How does the book contrast current education with education of the future?\",\"answer\":\"Current education is described as preparing man for existence and personal advancement, while future education should be based on the development of a creative self and oriented toward service.\"},{\"question\":\"What problem does the text connect to inadequacies in teaching?\",\"answer\":\"It links moral and bodily disease, degradation, and other social catastrophes to the intransigence and inadequacy of existing teaching methods and content.\"}]","The New Type of Man and Education - Two Lectures - Thyra Boldsen | PDF",1790626166,68]