First Advisor

Jim F. Heath

Date of Publication

1978

Document Type

Thesis

Degree Name

Master of Science in Teaching (M.S.T.)

Department

History

Language

English

Subjects

Concept learning

DOI

10.15760/etd.2847

Physical Description

1 online resource (78 p.)

Abstract

This thesis addresses these problems. (1) A clear understanding of the conceptual approach is prerequisite for teaching children to think creatively. (2) The conceptual approach has been misunderstood because educators have not distinguished clearly between the terms "creative" and "creatively." (3) The conceptual approach has been misapplied because educators have lost sight of the essence of the philosophies at the heart of the method. (4) The core of truth necessary for understanding teaching for concepts can be understood by tracing philosophical thought and application of the approach from the Renaissance to 20th Century America. (5) Inconsistencies in interpretations and applications of teaching for concepts have made it difficult for contemporary teachers to identify a single model to follow.

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Comments

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Persistent Identifier

http://archives.pdx.edu/ds/psu/17235

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