ABSTRACT
The climate of educational tensions, already amply asserted both here and in other places, has been induced by three converging developments. These are (1) the explosive and presently uncontrolled increase in the number of people who must be fed, housed, and rewardingly occupied; (2) the equally rapid increase in the bodies of theoretical knowledge and technological skills useful in meeting the needs of this expanding population; and (3) the rising expectations of the peoples themselves. Of these three causes, the last is currently the most productive of special problems and difficulties, for people already have let it be known, sometimes in violent ways, that they are determined to get a larger share of the world’s goods and services than that traditionally assigned to their parents and their kind. Indeed, the magnitude, complexity, and urgency of the resulting problems in the field of education alone are such that literally thousands are now engaged in trying to cope with them. Their efforts are so varied and have resulted in so many innovations that any attempt to identify and describe all of them within the limits of this article is destined to fall far short of what may be expected or desired.
