From the Popham and Carlson study (June '77) we can draw two hypotheses of potential social significance worthy of careful penetrating research. Hypothesis 1 The adversary model for evaluation, policy and decision making surfaces and freezes biases, narrows angles of vision, and maximizes behavior motivated and controlled from the "ears down." Here are some of the types of questions that might be asked. Is the adversary role increasing in the home, church, school, business and agencies of government? Do adversaries tend to use power plays, pitting the authority of position against the power of numbers, decibels and muscle? Does maximizing selfrealization, self-actualization and assertiveness tend to maximize concepts of "yoursness" to the point where we are no longer interested in our potential for "yoursness" motivated behavior? Hypothesis 2 That model for evaluation, policy and decision making is most effective that reduces bias, widens angles of vision, and is motivated in both affective and cognitive domains. This might be called the education model. How important is timing in minimizing the adversary stance (early discovery of emerging issues)? By what processes can those affected by the issue be readily identified and drawn together to ask all relevant questions and tool up to gather all relevant data? What value patterns will permit issues and data to be viewed in perspective broad enough for viable policy and decision making? How important are integrity, credibility and trust in those responsible for evaluation, policy and decision making? What are the processes that affect these characteristics favorably or adversely in the climate? These are relevant questions. Currently it seems more important to discredit or destroy the adversary than to recognize and deal with the problems whole. This is not likely to "earn thy neighbor's respect . . . “ a redefinition of the second commandment Hans Seyle believes scientists can and should readily accept.

Restricted accessAbstractFirst published Autumn, 1950Plans for the New International Christian University in JapanMaurice E. TroyerView all authors and affiliationsVolume 10, Issue 3https://doi.org/10.1177/001316445001000335

Journal of School HealthVolume 17, Issue 8 p. 216-219 THE DEVELOPMENT OF A NEW TEST IN HEALTH EDUCATION John H. Shaw Ed.D, John H. Shaw Ed.D Syracuse UniversitySearch for more papers by this authorMaurice E. Troyer Ph.D, Maurice E. Troyer Ph.D Syracuse UniversitySearch for more papers by this author John H. Shaw Ed.D, John H. Shaw Ed.D Syracuse UniversitySearch for more papers by this authorMaurice E. Troyer Ph.D, Maurice E. Troyer Ph.D Syracuse UniversitySearch for more papers by this author First published: October 1947 https://doi.org/10.1111/j.1746-1561.1947.tb02615.xCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume17, Issue8October 1947Pages 216-219 RelatedInformation

FOUR REVIEWS of the history of teacher education, Evenden (39), Hill (52) , Knight (59), and Lins (61) will be exceedingly helpful to those who wish to gain perspective on problems of in-service teacher education. Lins, for example, found teachers interested in the following topics for discussion in 1862: (a) Can teaching be reduced to a science? (b) Does the pecuniary prosperity of a nation depend upon its intelligence? (c) What are the prominent causes of failure in teaching? (d) Should prizes and awards be made for superior scholarship? (e) By what plan can a teacher best succeed in keeping the students employed? (f) What methods of instruction will best lead students to original investigation? (g) What disposition should a teacher make of his school time after school hours? (h) How can the pupils be taught good manners? and (i) Should a military spirit be encouraged among pupils of our common schools? A study of the literature on in-service teacher education of the past three years indicates that the immediate concerns of teachers today are fundamentally the same as eighty years ago. However, as teachers of today study their problems they find them rooted in deeper and more basic issues of education and of society. The major developments in in-service teacher education in the past three years have been toward more effective organiza­ tion of programs for the study of these basic issues. Accordingly, there has been some shift in the topics covered since the review reported in 1943. Within the limits of space allowed, it was possible to report less than onethird of the material in the literature. Even so, it was necessary to take liberties with the concept of research in deciding to include some of the references. Such liberties seem justified, however, during a period when much significant exploratory work is being done in an area as important as the in-service improvement of teachers.

IFUR REVIEWS of the history of teacher education, Evenden (39), Hill (52), Knight (59), and Lins (61) will be exceedingly helpful to those who wish to gain perspective on problems of in-service teacher education. Lins, for example, found teachers interested in the following topics for discussion in 1862: (a) Can teaching be reduced to a science? (b) Does the pecuniary prosperity of a nation depend upon its intelligence? (c) What are the prominent causes of failure in teaching? (d) Should prizes and awards be made for superior scholarship? (e) By what plan can a teacher best succeed in keeping the students employed? (f) What methods of instruction will best lead students to original investigation? (g) What disposition should a teacher make of his school time after school hours? (h) How can the pupils be taught good manners? and (i) Should a military spirit be encouraged among pupils of our common schools? A study of the literature on in-service teacher education of the past three years indicates that the immediate concerns of teachers today are fundamentally the same as eighty years ago. However, as teachers of today study their problems they find them rooted in deeper and more basic issues of education and of society. The major developments in in-service teacher education in the past three years have been toward more effective organization of programs for the study of these basic issues. Accordingly, there has been some shift in the topics covered since the review reported in 1943. Within the limits of space allowed, it was possible to report less than onethird of the material in the literature. Even so, it was necessary to take liberties with the concept of research in deciding to include some of the references. Such liberties seem justified, however, during a period when much significant exploratory work is being done in an area as important as the in-service improvement of teachers.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMaurice E. TroyerHow do our present procedures in promoting and grading children square with a professed democratic philosophy of education? Are our processes of evaluation conducive to learning? Do our evaluation processes increase children's abilities in self-appraisal? Mr. Troyer, director of the Evaluation Service Center at Syracuse University, discusses these questions and points out how teachers may improve their relationships with children and their ways of working for children by evaluating the procedures they use.

New Developments in Teacher Education With Implications for Health Education * Affiliation Maurice E. Troyer CopyRight*Based on a paper presented at a Joint Session of the American School Health Association and the Public Health Education, and the School Health Sections of the American Public Health Association at the Seventy-third Annual Meeting in New York, N. Y., October 4, 1944. https://doi.org/10.2105/AJPH.35.10.1022 Published Online: August 29, 2011

defense of democracy is far more than an economic question. In the last analysis, it is a moral and spiritual question?a question of the values and ideas to be defined and applied to life (4, p. 50) . . . The survival of democracy in the world depends on the vigor and strength of democratic loyalties among the peoples of the earth (4, p. 51) . . . First, the free man is loyal to himself as a human being of aignity and worthy The obligation of the school here is to give each pupil a deep feeling of competence, adequacy, and security, to bring each individual under its care to maturity and freedom (4, p. 56) ... Second, the free man is loyal to the principle of human equality in brotherhood. He treats his neighbor, as well as himself, as a human being of dignity and worth. In its effort to develop this loyalty in the young the school should first of all arrange its whole life in harmony with the principle (4, p. 57) . . . The first re sponsibility of the teacher is to maintain a steadfast and informed loyalty to the values and processes of democracy, to the several articles of the demo cratic faith, to the interests of children and the cause of human freedom. . . . In the work of the school and in the life of the community he should exemplify the spirit of democracy. He should struggle without ceasing to apply the articles of this great faith to both education and society. He should be among the first to sense violations of the principles of democracy, to apply these principles to neglected fields, to keep alight the lamps of reason, to champion the interests of the underprivileged and downtrodden (4, p. 109) ... A fourth responsibility of democratic government is to safe guard the integrity of the teacher and to encourage him to grow to his full stature (4, p. 107).