ABSTRACT

THE VALUE-ORIENTED ROLE OF
THE EDUCATIONAL CHANGE AGENT

By
Thomas W. Arch

The basic problem of this conceptual study is that of answering the
questions What is the most valuable service the curriculum or educa-
tional change agent can provide in helping to move the public school
system toward a clearer understanding of crucial issues involving the
school in relationship to other institutions? This study defines the
curriculum change agent's role as being one oriented toward value clar-
ification. The process suggested and developed for this role is that
of question asking and alternative proposing. The basic value assump-
tions fundamental to this orientation of value clarifying are explored.

Sgggggz of the Assumptions of the Stggx
1. Through a process of value clarification, curriculum improve-

ment will take place.

2. There is a relationship between question asking - alternative
proposing and value clarification.

3. The school-community dimension in which the change agent is
viewed as operating poses social problems. Fundamental to
this role is the assumption that the dimension of the school-
ccmmunity is the proper orientation of the K-12 curriculum

change agent.

1+.

5.

6.

7.

9.

l.

2.

3.

Thmas W. Arch

Curriculum decision making in the near future will be pred-
icated on the school-community level.

The role will be allowed to function with the blessings of
various interests and power groups both within the school

and within the coununity.

The schools will maintain the dimension to curriculum con-
struction which ultimately involves decision making. -

A role can be developed which transcends the variable of
unique personalities.

Forces at work in the world such as the knowledge explosion,
industrial technology. starvation, perceptual changes, etc.
are assumed to be legitimate basis for curriculum construction.
The world of today, and in the future, will be even more com-

plex. more relative. and more crisis oriented.

Conclusions of the Study
Curricula development must start at the individual level.
Values and canitments need to be examimd by sincere inter-
action among teachers. pupils. administrators, and the com-
munity.
The emerging role of the [(-12 curriculum change agent must be
oriented toward helping individuals better understand their
individual value system.
A cm-itment is needed by the leaders in the school-co-unity
dimension to provide the freedom for an individual to function
in the role described in this study.

u.

5.

7.

8.

9.

Thomas'H. Arch

The concept of education must be broadened to include many
aspects. The school can no longer assume that the school
institution is an absolute, necessary institution.

The proper dimension in which the change agent must operate
is that of the school-community.

The role as defined in this study is realistic from the cur-
riculum hmprovement point of view, the social situation point
of view, and from the point of view of existing community
power structures.

The long range goal of curriculum improvement must mean re-
structuring social institutions. This restructuring must be
a constant modifying process through the process of selfdun-
derstanding and individual growth.

Curriculum.improvement means three levels of improvement as
seen in this study and three levels of curriculum--all inter-
related. First. is the existential concept of curriculum--the
individual. Second. is the school structured concept of cur-
riculum: and third, and the dimension for this study. is the
community.

The curriculum change agent's preparation must be oriented
toward different goals than have been set in the past. First,
he must place his own value system in the interaction process
for clarification.

THE VALUE-ORIENTED ROLE OF
THE EDUCATIONAL CHANGE AGENT

By
9

Thomas wf Arch

A THESIS

submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum
College of Education

1970

. r. I
A.“ F w.
G" " Ciao" L16 «3 M”;
I» a) "7/

ACKNOWLEDGMENTS

It is increasingly evident to me that words fall far short of true
feelings when one attempts to express appreciation to these human beings
who have "made a difference”. Somehow the symbolic message fails to
convey tin feelings resulting from friendships. However, I would like
to express my thanks to these human beings not mentioned in this acknowl-
edgaent who I have met and enjoyed. .

To my wife. Jane, I express my love and appreciation for the typing
of this thesis, but, most of all, for her patience and unierstanding.
Without her devotion. this work would not be capleted.

To my daughters, Kiryn and Kari, I express qr love for the ”special”
kind of inspiration and closeness that only daughters are capable of
giving. And to their Aunt Shirley. who so unselfishly gave of her time
to make it possible for my wife to type this thesis, I express my appre-
oiation.

_ I express appreciation to Dr. Charles Blackman. RY major adviser.
who in may ways played the role of a value olarifier for me. This ex-
perience will have an impact on qr future growth and understandings. To
the rest of my doctoral co-ittee. Dr. Everett Rogers, Dr. Troy Stearns,
and Dr. Frank Blackington. I extend RY thanks for the opportunity I have
had to be a member of their classes and for the help they have given me

throughout my doctoral program .

ii

iii

To my fellow doctoral students, I express my appreciation.fcr the
man conversations and good times. To my friends, Dr. Clyde Claycomh.
Peter Flynn. Ray Boggs. Dr. Matt Klein, and Lou Golob, I say ”Thanks”.

One special group, who gave me the courage and friendship needed
to pursue a doctoral degree. is the ”Goodie Shop" gang. I consider
these teachers among the best in the world. To Roger ”Budd" Tbmpkins,
Jim Brown. Bill Johnson. Dave Martin. Ken Hamlet, and Stan Bushouse,

I say ”Thanks for everything”.

To mw'clcse friend, Ray Peaks, I express gratefulness for his

friendship and the many hours of stimulating conversation while we

were fellow graduate students at Michigan State University.

TABLE OF CONTENTS

Chapter
I O mowCTION O O O O O O O O O O O O O O O 0

Purpose of the Study

8001‘]. Setting. e e e e e e e e e e e e e
scan or tb StWe e e e e e e e e e e e
Problul Of tb Study. e e e e e e e e e e
WJCCtiV. Of the Stfiye e e e e e e e e e
M 11111310” e e e e e e e e e e e e e e e
Pam‘t 0: t1. Stw e e e e e e e e e e e

II. REVIEWWMLITERATURE..........

metione e e e e e e e e e e e e s
Th Probl. 0f Values e e e e e e e e e e
Limitations and Definitions of Values . .

Education: Teaching Values. Clarifying Values
Traditionalfioles..............

hrmndCCeeeeeeeee

Power Structures and the Curriculum Change Agent.
Meeeeeeeeeeeeeeeeeseee

III. THE [(-12 CURRICULUM CHANGE AGENT'S ROLE . .

MdfiOthfleeeeeeeeeeeesee
T!” 301. ‘I I Functional cm s e e e e
The Role in a Conceptual Framework. . . .
The Functioning Activities and Curricula
M010mnteeeeeeeeeseeee
Forces of Conflict. Material for
Curricula Develonent. e e e e e e e e
Introductionoftbflole..........

IV. THE ASSUMPTIONS (I THE STUDY.

Assumption Ia e e
”W103! H e
Assuption III.
Assuption IV .
Alsmption Vs e
Assumption VI .
Assuption VII.
Assumption VIII

5.:-
4

Chapter

V. SUMMARY, CONCLUSIONS, AND RECOMENDATIONS. . . . . .

Summary of the Review of the Literature. . . . . .

Smary of the K-12 Curriculm Change Agent's Role

Summary of the Assumptions of the Study. 4, . .

00110111810158 of tb Study e e e e e e e e e e

Recmendations for Future Conceptual and
hpiricalStudies............

BIBLIOMHY O O O O O I O O O 0 O O O O O O O O O I I O

P‘S‘

82
85

92

Figure
.1.
2.
3."
u.

Diagram.A:
Diagram.BI
Diagram.C:
Diagram D:

LIST OF ILLUSTRATIONS

3““ Of Disequflibriul e e e
State of Dynamic Equilibrium
Static COTditiOfl e e e e e e

Forces Tending to Pull the
“OmICWeeeee

P‘E’

59

59

CHAPTER I
INTRODUCTION

Man is a frivolous and incongruous creature,
and perhaps, like a chess player, loves the
process of the game, not the end of it. And
who knows (there is no saying with certainty),
perhaps the only goal on earth to which.man-
kind is striving lies in this incessant pro-
cess of attaining, in other words, in life
itself, and not in the thing to be attained,
which must always be expressed as a formula,
as positive as twice two makes four, and such
positiveness is not life, gentleman, but is
the beginning of death.

Dostoevsky: Notes
from.Underground

CHAPTER I

INTRODUCTION

This study defines the K-12 curriculum change agent's role as being
one oriented toward value clarification. The main function of this role
is that of question asking and alternative proposing, an antithesis of
the traditional role orientation of the K-12 curriculum director--that
of decision maker. The basic value assumptions fundamental to this ori-
entation are to be explored along with the implications the orientation
has for the K-12 curriculum program in the public schools in helping to
solve existing social problems. This study will place this new role in
context with present school and community power structures.

The major purpose is to define a new role for the curriculum person
in the public schools. Therefore, this study, by nature of this defining
of the curriculum change agent's role, is a conceptual study. It is nec-
essary to understand the social framework in which this role, at least
theoretically, must function. This will serve at least two major pur—
poses for this study: (1) the social framework will demonstrate the com-
plexity of existing circumstances which impinge on any role clarification,
and (2) the social framework discussion will serve to demonstrate the need

for a role redefinition for the K-12 curriculum change agent.

Social Setting
In no place in the world is change taking place faster than in the

United States. .It has been stated that the United States has the only

3

truly revolutionary society in the world. (Russia, for example, is seen
as solidifying its social and ideological concepts and hardening its in-
stitutions.)

{A major question for American educators is whether the present public
school institution can handle this change. Some say that the American so-
ciety is in a state of disequilibrium. If this is the situation, as much
evidence seems to indicate, then the school must become an institution
which helps move society toward a state of dynamic equilibrium. Charles
Weingarten states:

And now . . . We've reached the stage where change occurs
so rapidly that each of us in the course of our lives has con-
tinuously to develop, continuously to work out a set of values,
perceptions, beliefs, patterns of behavior that are viable, to
each of us personally. And just as we think we've identified

a workable system it turns out to be irrelevant because so much

has changed . . . This kind of ultimate demoralized frustration

can be avoided, however, if we shift from dead concepts (embodied

in dead metaphors and rhetoric) possibly relevant once to a stat-

ic environaent, to new and live concepts relevant to dynamic,

changing environment.1

Heingarten suggests that education must set itself to a new mission.
we must bring up children with a whole new set of values, attitudes, per-
ceptions and beliefs. He points out that he knew of no culture in his-
tory'which ever’managed to change itself on the basis of its own think-
ing. Cultures have failed because of an inflexibility. In order to sur-
vive we will have to help young people in our culture learn a whole new

way of thinking.2
Jules Henry develops the thesis that the individual in the American
society is under the mercy of a culture whose institutions are pervaded

by econmic forces--forces not always friendly to the development of the

human spirit. The result is a society of alienated individuals, of

 

1Charles weingarten, ”Communication, Education, and Change,” Egg:
cation 8 o sis, XIII (Spring, 1968), 6.

2mm" 11.

1.
hmpulse release, of separation from the “self", and of dehumanized in-
dividuals.3

Henry extricates the forces working toward the alienation of the in-
dividual. One such force is advertising. Another force in our culture
working against man is the public school. The schools are organized and
operated to teach failure and hate through the competitive grading (or
praising) system, according to the author. Experiences of failure imprint
on the mind of every man in our culture the daggm’g§_failure. The external
nightmare is internalized for life. This drive provides the fierce human
energy required by technological ”driveness" in our economy. The student
learns to mistrust his own perceptions and to conform to an external stand-
ard of ”rightness".u

If Americans are alienated from traditional values, epistemologies,
etc., and, therefore, alienated from those tools deemed so necessary for
selfdunderstanding, then it might be asked if this alienation is the re-
sult of outdated traditional values--outdated because of new insight: or
is this alienation the result of forces (economic, political, etc.) work-
ing against man-forces not based on new perceptions and insights but
forces designed to enslave the human spirit? Since American education
has played an important role in insuring the continuity of the culture,
it would seem.legitimate to question to what extent American education is
pervaded by those same forces creating alienation. Therefore, can Ameri-
can education free itself from these forces? One cannot help but con-

sider whether the American educational system is so much a part of the

 

3Jules Henry, Culture:Against M52 (New York: Random House, 1963).

“Ibid .

5

very same power structure and the resulting forces creating alienation,
that educational institutions have become lost in their own perceptions.

If the major premise is accepted that Americans are alienated from
traditional values and that schools are pervaded by the same forces, then
the conclusion drawn by some educators that immediate, nondviolent change
gillflggt result appears to be valid. John Gardner points out that if so-
ciety's power structures and affected institutions can be self-renewing,
then.man would be returned or, more accurately, placed in a new stature.

Paul Goodman asks a critical question concerning American society.
Is American democracy viable? Goodman states that the American society
is empty. The institutions are not relevant. They are no longer exist-
ing for the good of the people for which they supposedly serve. Change
is a messy word for the solidified institutions--the only change deemed
necessary is to continue the perpetuation of their structure, existing
for their own sake. Goodman sees some hope in trying to ask the crucial
question: Is American democracy viable? Students appear to be asking
the right questions. No longer are policies, practices, and elected men
beyond the realm of question. Many young people are more aware of the
world in which they live.5

Student demands for sincere involvement in the decision process has
caused many administrative agencies to reconsider the present power struc-
tures under which decisions are made. Public school administrators and
faculties are being ”drawn into" value conflicts as younger students imi-
tate college and university students. Edward W. Najam, Jr. provides a
student's perception of this problem. He points out that students are

conscious that though they enjoy the fruits of affluence, America has not

 

5Paul Goodman, Like 5;Conquered Province1_The Moral Ambiguity of
America (New York: Random House, 1967).

6

honored its promise to all people. Millions of poor, black and white, do
not share in the nation's wealth and many Black Americans are equally con-
cerned about a society in which the individual is losing his sense of ident-
ity--in a philosophy of consensus.6

John Jarolimek discusses the problem of value conflicts and the power
structure. He points out that because those of the older group have con-
trol of the power structure that governs social systems and their institu-
tions, the older group establishes basic policies that reflect their per-
ception of the good life. However, members of the young group feel that
the policies and the institutions are archaic, and they want to change and
modernize them. But in the process they are left in a state of frustration.
They see little possibility in bringing about meaningful change, and yet
they see little sense in the present system.7

What is the role of the school in helping students (and, perhaps, the
community) live in a society ideally conceptualised to be in a state of dy-
namic equilibrium? The school must act as an agent to help students order
the world in which they live, so that the promises of a true democraqy and
the "good" life can be achieved and the greatest personal development take

place. The school must provide the framework, not the mold, within.which

students can develop personal philosophies. Perhaps, personal philoso-
phies are never the sole responsibility of the school; however, many forces
are supposedly helping to develop the personal philosophy of the individ-
ual. But the American public school can be in an excellent position to

provide leadership to the individual.

 

6Edward'W. Najam, Jr., "The Student Voice: A New Force," Educational
Leadershi , XXVI, No. 8 (1969), 751.

7John Jaroltmek, "That Loan and Hungry Look - He Thinks Too Much,"
Educational Leadershi , XXVII, No. 1 (1969), 7.

7
W is ordering the world such an important task of the school? The

concept of relativity, and all its philosophical implications, appears to
be gaining more of an impact on the individual. What is seen as a truism
today might not necessarily be true tomorrow. How does one build a per-
sonal philosophy which will provide a frame of reference and 19."; 93 Q3;-
19}; 292313 1:2 m? This idea, of course, is not new to education. Dewey
was concerned with this same problem. He recognized the egocentric pre-
dicament of man. However, he gives man the possibilities of progress and
growth through cultural context and verification of experiences by empiri-
cal epistemoloy. Dewey believed that man must look at education with the
subjective limitations in mind. Education must come frcm: within man's ex-
periences. Man must find his purpose through his past and present experi-
ences and in the context of his social setting. Growth does not come about
by an educational institution presenting the absolutes of the past but must
be made of the experiences of the present. The job of the schools is to
make sensitive irdividuals-‘-the ability to control future experiences and
gain power.8

Can the present institution of the school change and still at the
same time retain its basic ,structure? Some individuals believe that the
value conflict between the young and the power structure or between the
new reformist and the power elite goes beyond reconciliation in terms of
modifying the present structure. Mary Anne Raywid, in an article dealing
with irrationalism among the new reformists, suggests that the problem of

value conflict between generations goes beyond slight structural changes

in institutions. She states that the new refomists operate on what she

 

8John Dewey, Experience fiarnd Education (New York: The MacMillan Can-
mm. 1938)- -

8

calls an ”anti-rationalism” value base. It includes those disappointed
heirs of the Enlightenment who have come to question whether reason and
knowledge will ever yield adequate solutions. The "anti-rationalism"
also includes those who consider contemporary man as being destroyed by
”reason”. A direct attack on reason has played a prominent part of the
procedures and tactics of the New Left, Black Militants, and student
demonstrations across the nation.9

Mary Anne Raywid further states: '

The opposition to democratic processes is both frequent and

predictable, because it is built right into the ideology which

directs many of the new reformists. Both Herbert Marcuse, the

philosopher-prophet, of the New Left, and Frantz Fanon, the in-

tellectual sire of Black Militancy, argue in effect that reform

- pursued within ths system and according to its rules - is

simply impossible. Significant reform requires systemic change

tantamount to revolution. For in order to succeed at all, dis-

sidents must reject the entire system, and with it, the ground
rules which sustain and make it possible.

Values and value conflicts pose the greatest challenge to the Amer-
ican public schools. Value conflicts are the very core of the crucial
issues in education. If real progress in education is to take place, then
one must first consider the problem in context of values. With present

value conflicts in our society, the American schools must play a more

 

9Mary Anne Raywid, "Irrationalism and the New Reformism,” Educa-
tio Leadershi , XXVI, No. 8 (1969), 7H3. "

1QMarouse's case is generally to the effect that the all-powerful
system has absorbed effective opposition, turning the very instruments
and processes of dissent to its own advantage and support. Fanon's
argument is that the condition existing between colonizer and native
is total opposition or war. In consequence, it is a situation which
cannot be discussed, compromised, adjudicated, or otherwise politically
or peaceably resolved. Therefore, force is the only means.

11Raywid, "Irrationalism," ##6.

9
significant role in helping individuals more clearly organize their world
at any given point in time in context of change and conflict.

Another framework which needs to be built is that of considering tra-
ditional epistemologies. Again, it is seen as important for the purpose of
the topic of this study to point out some representative problems of dealing
with “truth”. This, of course, is closely related to the discussion of the
social setting. But it seems important to point out that part of the dilem-
ma of value conflicts is partly imbedded in conflicts in methods for under-
standing.

Perhaps, Marshall McLuhan's ideas are symbolic of this area of con-
flict. He states in the book, The Medium is the Message, that electric
circuitry has overthrown the regime of ”time" and ”space" and, therefore,
pours upon us constantly and continuously the concerns of all other’men.
”It has reconstituted dialogue on a global scale. Its message is total
change, ending psychic, social, economic, and political parochialism. The
old civic, state, and national groupings have become unworkable. Nothing
can be further from the spirit of the new technology than 'a place for
everything and everything in its place.‘ You can't go home again."12

McLuhan suggests that the western world was shaped for some three
thousand years by the introduction of the phonetic alphabet. He says that
this medium of communication obviously has depended solely on the eye for
comprehension. The alphabet is a construct of fragmented bits and parts

which have no semantic meaning in themselves. They must be strung together

in a line, beadlike, and in a prescribed order. The use of the alphabet

1—.—

12Marshall McLuhan, The Medium 1. the Message (N... York: Random House,
1967). p. 11a

10
fostered and encouraged the habit of perceiving all environment in visual
and spatial terms, space and time that are uniform. He points out that the
line, the continuum, became the organizing principle of life.13 The point
is, according to McLuhan, that "rationality" and logic came to depend on
the presentation of connected and sequential factors or concepts. The frag-
menting of activities, our habit of thinking in bits and parts-~1eading to
what he calls ”specialism”--ref1ected the step-by-step departmentalizing
process.

McLuhan's ideas are used here to point out the difficulty in dealing
with the problem of arriving at a substantially solid approach to reality.
Even with mediums of communication, according to McLuhan, we have an impo-
sition of values and ways of perceiving reality. Again, McLuhan's per-
ception of the problem is not new. This certainly is the whole foundation
of science, religion, and the fine arts. And certainly it is one of the
main objectives of philosophy in general. However, McLuhan's ideas do
point out the type of idea-explosion or knowledge-explosion which is taking
place in our society.

It is apparent that the paramount job of the public schools will be to
help the child organize the proliferation of knowledge and processes. 'Witb
this helping to organize and helping to understand the problem of dealing
with the ”objective” world, the educators are going to have to deal explic-
itly with values-perhaps more so than any time in the past. Perhaps, the

traditional ”hands-off" attitude concerning the teaching of values or the
clarification of values will undergo significant change. One point does

seem clear and is the impetus for this study: with the knowledge-explosion

 

13mm.

11
and processes-explosion, values are going to be "dragged” into the curric-
ulum considerations of the public schools. The objective of this study is
.to look at the role of the curriculum change agent as one oriented toward
value clarification in light of the kind of world we seem to be heading

toward at an ever increasing speed.

Scope of the Study

This study is concerned with the role of the curriculum agent in the
American public schools. The position has been called curriculum direct-
or, curriculum coordinator, and curriculum change agent. For the purpose
of this study, the position will be referred to as the curriculum change
agent. The main objective of this study is to develop the idea that the
role definition needs to be oriented toward individual value clarifica-
tion. ‘What appears as important in light of the kind of society we are
now living in is that the school must provide greater leadership to a
value-oriented curriculum.

The traditional role of the K-12 curriculum change agent has been or-
iented toward decision making. Usually this has been in developing pro-
grams, deciding new courses, coordinating subjects, and, in general, act-
ing as a ”mini” superintendent.

Several factors appear to be operating which tend to question this
traditional role. One is the increasing cost of school operation. An
evaluation of individual roles within the school systems is taking place.
With this evaluation of positions within the schools, the curriculum.change
agent's role must be considered expendable, especially when limited finan-
ces are available. The basic program of the school is seen as the primary
concern of the school. Administrative positions can be eliminated and the

schools can still remain open. The main point is not whether the traditional

12
role of the curriculum change agent is in fact being eliminated which evi-
dence does not support at this time, but the point is that the role must
either be changed or a role created which will meet new needs.

Maurice J. Eash believes that the curriculum change agent's role, as
viewed traditionally, is on the way out. He states that the role has al-
ways been afflicted by vicissitudes in its halting process toward profes-
sionalization, and now it faces extinction. This could result from two
trends in the educational scene: (1) teachers' organizations negotiations
and (2) the commercial production of the packaged curriculum.14

The factor of teacher’militancy and teachers' collective bargaining
is questioning the traditional role of the curriculum change agent. In
these districts where unilateral curriculum decision making has taken place,
the end appears near. The position of curriculum change agent is being
forced more and more to be aligned with the administrative hierarchy.

Eash states:

Consequently, supervision predicated upon human relations tech-
niques emphasizing good intentions and mellow feelings toward class-
room.practitioners is not likely to eventuate in professional prac-
tices which can be effective in the face of these formidable counter-
vailing forces (militancy, negotiations, etc.) . . . and it would
not seem terribly presumptuous upon the examination of the data on
trends in the operation of the teachers' professional organizations,
and the designing and preparation of curriculum to predict that su-
pervision is entering a new era where the old pattern of direct
teacher-supervision transaction will disappear.15

If Eash's prediction is valid the immediate question then is: What

will be the role of the curriculum change agent? Perhaps, the role will

mean the creation of a new kind of position--developed by the teachers'

 

1“Maurice J. Eash, ”Supervisors: A Vanishing Breed," Educational
Leadershi , XXVI, No. 1 (1968), 73.

151bid., 73-75.

13
organization and under the control of the teachers. Or the role, perhaps,
will develop as an intermediary role—-between the administration and the
teachers' organization. Of course, this calls into play many factors con-
cerning the power structure of the school districts and the community.
The role, as developed in this study, will discuss this variable of power
structures and its relationship to the value-oriented role.

Another factor working to question the traditional role of the cur-
riculum.change agent is the trend toward regional curriculum planning and
program.development. For example, the State of Michigan has undergone an
educational refonm study.16 What has emerged is the endorsement of a plan
to establish regional organizations for the development of curriculum.and
for the concentration of specialized personnel for curriculum services to
local districts. This trend can have the benefit of re-directing the time
and energy of the local curriculum person toward a more significant service

of value clarification at the individual district level.

Problem of the Study
The basic problem of this study is that of answering the question:

What is the most valuable service the curriculum change agent can provide
in helping to move the public school system toward a clearer understanding
of crucial issues involving the school in relationship to other institut-
ions? This study poses as a partial answer that the service of the cur-
riculum change agent must be oriented toward value clarification. In re-
lationship to other institutions, the school must somehow broaden its dgf-
inition of education and, yet, be clear as to the school's role. The con-

text of education, however, must be broadened so that an oversimplification

 

16Governor's Commission on Educational Reform, Report of the Commission,
Educational Reform. Lansing, Michigan, 1969.

14

of objectives does not take place. A more closely knit unification of the
school-omnity value structuring and cooperating is necessary. At the
same time, the school must deal with the realities of time and space. A
too generalized concept of education and curriculum can work to minimize
the school's energies and directions. Perhaps, what is needed is a care-
ful balancing of the narrower and the broader concepts so that the schools
do not home blinded to realities of the outside world and yet not become
too universal and tend to "scatter” their energies.

However, what is called for is a greater degree of community focus on
education. Technology is forcing the schools to redefine the concept of
"education”. The world is literally available to each student. The Vietnam
war, starvation in Biafra, Chicago riots, etc., all place the world at the
feet of each individual. The school can no longer exist in a vacuum.
Marshall MbLuhan states:

There is a world of difference between the modern home environ-
ment of integrated electric information and the classroom. Today's
television child is attuned to up-to-the-minute 'adult' news--in-
flation, rioting, war, taxes, crime, bathing beauties--and is be-
wildered when he enters the nineteenth-century environment that still
characterizes the educational establishment where information is
scarce, but ordered and structured by fragmented, classified pat-
terns, subjects, and schedules. It is naturally an environment much
like any factory setdup with its inventories and assembly'lines.17

Objective of the Study
I. The first objective of this study is the development of the role
model in context of the kind of world we appear to be moving toward at an
ever increasing speed. The role model is developed in context of the func-
tion of guestion.ggkingpagg_5lternative proposing. This study defines this

role in context of the school curriculum. Such questions as the following

 

17mm»... Medium is the Nessa . p. 18.

15
are investigated in clarifying this value-oriented role:

A. What relationship does the curriculum change agent's value-
oriented role have with the existing administrative-faculty
structure? How does this role position operate in the very
institutional power structure in which it hopes to bring
about significant changes? The development of this role is
accomplished in the context of these questions of power
structure within the school.

B. ‘What relationship does the curriculum change agent's value-
oriented role have with the community power structure? This
study considers the school-community dimension and defines
the role in this context.

C. ‘Hhat implications does the value-oriented role of the cur-
riculum change agent have for procedural and curriculum de-
cision.making strategies for the system?

D. What kind of changes are needed for the role of the K-12
curriculum change agent to operate? Functional or struct-
ural?

II. A second objective of this study is to explore the vglue assumpr
tions which make up the foundation of this value-oriented role. What must
be assumed if one is to accept the value of a role which appears iconoclas-
tic to a traditional value.

It is the goal of this study to provide directions for further studies

as to the relationship of the curriculum change agent to the improvement of

school experiences. Many variables are not considered in this study.

Definitions
There are several terms and concepts which need initial clarification.

However, it is the purpose of this study to provide clarification for

16

various terms. It is, also, the assumption of the author that no word or

concept can adequately handle the problem of understanding dynamic proces-

ses. Many individuals, however, provide "adequate" frames of reference for

interpretation.
1. Curriculum - genergl: all the experiences which are offered to

2.

3.

5.

 

learners under the auspices or direction of the school.
Curriculum - specific: those experiences which are offered to
learners under the auspices or direction of the school and for
‘which the school can legitimately be held responsible.
Egrgiculgmp- existential: all the experiences which the indi-
vidual must "order and control" for the purpose of gaining a
greater degree of freedom.

Curriculum change agent: an individual whose actions and be-
havior’among individuals and groups causes both the individual
and the group to move toward goals that are increasingly mutual-
1y acceptable to them. The "moving" toward goals is motivated
by the idea of value clarification. (It must be pointed out
that by this definition the individual could move toward goals
which are unacceptable by the standards of a group but accept-
able to the individual.)

lglggg: elements of the individual which serve to order his
choices. They go "beyond" verification of ”rightness" and
”wrongness" or "oughtness" and "oughtnotness".

gagge-oriented curriculum: a curriculum which has as its
overriding objective the clarification of the unique values

of the individual: and which attempts to focus the processes
of value clarification as the major component of teaching

democracy.

7.

8.

9.

10.

A.

B.

C.

1?
‘Tppdition-oriented curriculum: a curriculum which prescribes
the structure of knowledge, content of courses of study, and
lists of subjects. The main focus is the transfer of these
prescriptions.

c s on.maki : the process by which an evaluation of the
meaning and consequences of alternative lines of conduct is
made.

Question askingpand alternative ppppgsing: a process whereby
the individual or group places the evaluation of the meaning
and consequences of alternative lines of conduct on the "other".
The orientation is that of an individual fulfilling the role

of agent for the ”other". All decision making conduct must
come from the "other", presumably based on a clearer under-
standing of personal values.

Vglue assumptions: foundation on which every theory, practice,
and/or epistemology is built and which defy verification for

"ought" or ”oughtnet" claims.

Format of the Study
Chapter I, Iptroduction. The purpose of this chapter is to look
at the need for such arole development as developed in this study,
and to set the stage for the actual role model.
Cpppter II, Review of the Litgpgture. The review of the litera-
ture is in three main areas: (1) values and valuing: (2) curric-
ulum roles: and (3) community power structures. The purpose is
to eventually discuss the role as an integral part of these areas.
Qppptgr III, Role Development. The framework is developed for this

role. Also, the activities are discussed as they relate to the

18
general dimension of the school-camnunity.

D. Cha ter IV, Asmtions of the Study. This chapter looks at what
the author believes are the basic assumptions providing the foun-
dation of this study.

E. Mr V, Smmnaljv, ConclusionsL and Recomendpctions. This chap-
ter, besides summarizing the study, points out the author's con-
clusions and recommendations for further empirical and conceptual

studies e

CHAPTER II
REVIEW OF THE LITERATURE

If politics is considered to be
the power of influencing opinion
and effecting change, then school
people need to understand and to
be able, when necessary, to use
such a force in behalf of child-
ren and young people. Politics
--the implement of change-must
be placed squarely and early as
possible in hands of the young.

(Robert Leeper - ”Politics
and the School")

CHAPTER II
REVIEW OF THE LITERATURE

This review of the literature will emphasize several areas which are
pertinent to the objectives of this study. The first area is that of val-
ues. There are three subsections to this area: (1) value - definitions,
(2) value - complexity, and (3) value - education and teaching.

The opening of a philosophical discussion of values is deemed neces-
sary for this study. When one is looking at a role that is basically con-
sidered as one of ”value clarifying" or "value oriented”, it seems critical
that one looks at the complexity of the concept "value". Therefore, a
section on values appears extremely important for this review.

The second general area of the review is that of the role of the cur-
riculum change agent (director of instruction, supervisor, etc.). This
area looks at traditional roles and also emerging roles.

The third general area of the review is that of power structures and
the pressures exerted on the schools. This section attempts to form a con—
text in which the curriculum person must operate.

Values, pressure groups - power structures, and the curriculum change
agent's value-oriented role are viewed as interrelated in many complex var-
iations. Chapter III discusses this complexity as a major aspect of the

model role developed in that chapter.

20

21
The Problem of Values
There is little agreement as to what constitutes values. There is
little agreement as to the validity of verification techniques when ap-
plied to an understanding of values. In most cases what agreement that
does exists as to the nature of values is usually an agreement on cri-
teria to be used. John Dewey's writings reflect this general epistemo-
logical problem:
A skeptically inclined person viewing the present state of dis-
cussion of valuing and values might find reason for concluding that
a great ado is being made about very little, possibly about nothing
at all. For the existing state of discussion shows not only that
there is a great difference of opinion about the proper theoretical
interpretation to be put upon facts, which might be a healthy sign
of progress, but also that there is great disagreement as to what
the facts are to which theory applies, and indeed whether there are
any facts to which a theory of values can apply. For a survey of
the current literature of the subject discloses that views on sub-
ject range from the belief, at one extreme, that so-called "values”
are but emotional epithets or mere ejaculations, to the belief, at
the other extreme, that p_priori necessary standardized, rational
values are the principle upon which art, science, and morals depend
for their validity. And between these two conceptions lies a number
of intensediate views.1
One of the major problem areas in understanding the concept of ”values”
has been in the approaches. One approach has been to look at values and
valuation.frem a relative frame of reference. The proponents of this point
of view tend to discuss values in terms of norms. A second approach has
been to treat values from a posture less relative in terms of assumptions
and to apply strict scientific methodology to its study.
Paul Tillich states that it is almost pathetic to see how the philos-
ophers of value have tried to overcome one of the main weaknesses of value

theory--this being what he calls its subjective and relative character.

He further states: ”They are unaware of the fact that the concept of value

 

1John Dewey, Theory of Valuation (Chicago: University of Chicago Press,
1939) : P0 10

22
in its original meaning is related to a valuating subject, and it becomes
hmpossible to escape the conclusion that a theory of values cannot be more
than a theory of actual valuation. In order to escape this consequence,
they speak of basic values, or they speak of g ppippi and absolute char-
acter of the ultimate values. They interpret the psychological and socio-
logical conditions of valuating as mere channels through.which the objec-
tive values enforce our acknowledgment. By this interpretation, values
are not invented but discovered".2

Generally, one can understand the concept of values or valuing from
several points of view. One is the naturalistic posture. The naturalist
image emerges frm the application of the natural sciences to the study
of man. The second point of view is that of the humanist. The humanist
image is based on different methods of acquiring knowledge. This has been
called the holistic one. This includes not only the facts of the sensory
order but also the inner experiences. The last point of view has been
labeled the ontological. This image goes one step further. Ittranscends
facts and intuitive experience. It goes to the image of man from the
analysis of being itself.

Stafford Clayton discusses one approach to a value methodology. His
approach is based on normative valuing. He points out several problems
involved in attempting to better understand the idea of ”value". He states
that normative valuing, distinguished from prizing and from statistical
normalizing, involves an assessment of worth. It is not arbitrary: it in-
volves a judgment open to others. It involves a grading or ranking of a

thing or quality based on a criterion. Clayton points out in this

 

zPaIl Tillich, ”Is a Science of Human Values Possible?” in New Know-
led in Human Values, ed. by Abraham H. Maslow (New York: Harper and Row,
Publishers, 19595. p. 191. '

23
methodology that normative judgments need to be looked at in two dimensions.
One concerns whether the thing or quality has indeed the characteristics
assigned to it, whether the valuable has the gccdemaking or the bad-making
characteristics indicated by the norm. The second concern is whether the

norm is an appropriate one.3

Clayton further states:

One could push the justification (questions about the justifica-
tion of norms) in the direction of search for an uncompromising ab-
solutism of ultimate norms. Or one could search for the security of
norms in the mutually supportive pattern of values found to be ex-
pressions of the qualities of a good life--a kind of rational abso-
lutism-dwhich.may'transcend the value pattern of a given society.

.1 third avenue might be suggested by speaking of the vindication of
nonms. This might take the form of arguing that our highest values
are confirmable as reasonable and just, defended against denial or

disbelief, on the grounds of their producing consequences that bear
maximum goods for the human situation as it is perceived.“

Philosophers of education are concerned with the making and the rec-
ommending of value judgments. They are forced (or should be, perhaps) to
justify the norms whereby valuables acquire their value. This compels
them to clarify rules of normative discourse and by justifying them and
understanding the appraisive judgments which help make up rule-making.
This pushes them back to asking of themselves questions of the ultimate
security of values.

Kluckholm expresses a normative concern from the book Culture and
Behavior. He emphasizes the idea that all talk of an eventual peaceful
and orderly world is but pious cant or sentimental fantasy unless there
are some simple but powerful things in which all men can believe. He

says that the beliefs must be based on codes or canons that have or can

 

3Stafford A. Clayton, "Education and Some Moves Toward a Value Meth-
odology,” Educational Theo , XIX, No. 2 (1969), 202.

“Ibid. . 209.

2h.

obtain universal acceptance.5

Hunt expresses the view of the situationqmcralists. He believes the
time is long past when we could maintain as guides to living any kind of
value system based upon absolutes. He says ”Whether the absolutes are
derived from God or nature they no longer can be maintained as guides to
living. Absolutistic thought characterized the nineteenth and earlier
centuries, where as the twentieth century becomes increasingly dominated
by some kind of relativistic view".6 He concludes that the moral crisis
no longer can be described in terms of a contest between a relativistic
world and an absolutistic world view. we must recognize that the moral
crisis of 1969 can be described only in terms of a contest between dif-

ferent versions of relativism.7

The review of the literature to this point has attempted to focus on
the prcblems and difficulties involved when one is concerned with the con-
cept ”values". When one builds a role model based on a value orientation,
many problems must be considered which are similar to those discussed in
this section. The rationale for this section was to help build a context
of understanding of existing controversies in this area. The next section

of the review will discuss various definitions.

Limitations_gnd Definitions of Vglues
Lee states:
Hy human values, by a value or a system of values, I mean the basis

upon which an individual will choose one course rather than another,
judged as better or worse, right or wrong. we can speak about human

 

5Clyde Kluckholm, Culture and Behavior (New York: The MacMillan Com-
pare. 196‘»). pp- 286-87.

6Maurice P. Hunt, "Sane Views on Situational Morality,” Phi Delta
55229.! L: "00 8 (1969): “'53.

7mm.

25

values, but we can not know them directly. we infer them through
their expression in behavior. What I refer to as value - not 5
value - resides in the situation in the field in which an individ-
ual participates. What I have called a value is a part of the
cultural system. What I call value resides in the reality that is
mediated by culture. According to this view, we experience value
when our activity is permeated with satisfaction, when we find
meaning in our lives, when we feel good, when we act not out of
calculating choice and not for extraneous purpose but rather be-
cause this is the only way we, as ourselves, deeply want to act.

wolff points out that the history of the term ”value" and its occur-
rence in various contexts remains to be written. He explains that as far
as he knows, the term originally meant -- exchange value. But the refer-
ents of the word.have multiplied far beyond this clearly demacated usage
- such as conviction, norm, principle, standard, criterion, preference,
rationalization, goal, aim, end, purpose, taste, things, important, not
indifferent, desired, desirable -- are surely not all of them.9

Basically, the problem of definition appears to transcend any defin-
itive conclusion. Most writers bring the definition which best establishes

the base for their modus operandi. The meaning of the term value is by no

 

means clear in the social sciences or, certainly, philosophy. Raths, in
the book, Teachi and Values, for example, discusses values as that which
is in the process ggvaluing.10 About the only agreement, in either the
social sciences or philosophy in general is that a value represents some-
thing important in human existence. And, perhaps, because it is such a
focal term, each individual or school of thought invests it with its own

definitive understanding. Of course, this does not move one toward a

 

8Dorthy Lee, ”Culture and the EXperience of Value,” in New'Knowledgg_
in Husan Values, ed. by Abraham H. Maslow (New York: Harper and Row,
Fahlishzrs, I559), p. 165.

 

9Kurt H. Wolff, "On the Significance of Hannah Arendt's The Hman
Condition," lgggigy, IV (1961). 94.

loner-r111 Harmin, Louis E. Baths, and Sidney B. Simon, Values and
Thachigg (Columbus: Charles E. Merrill Books, Inc., 1966), p. 9.

 

26
greater degree of meaning, unless one is willing to accept the basic as-
sumption that a particular school of thought establishes. However, at
least a close examination of basic assumptions, leading toward a workable
definition, provides not only the direction of inquiry but also the danger
sign of "over acceptance" of conclusions.

Hall points out several demands which he believes all definitions of
value must embrace in one form or another. If one is to understand defi-
nitions, one must develop a sensitivity to language-~the language of nor-
matives. He stresses that this sensitivity to everyday language, the lan-
guage of normatives in this case, as embedded in our total language which
also embraces declaratives, appears to make the following demands when one
is dealing with.definitions of "values": (1) Value is in nature simple:
it is irreducible to any form, however complex of factuality. (2) Value
is not a positive quality, however apprehended. (3) Value is in some
sense relational. But it is not an empirical relation, like simultane-
one with whose exemplification can be directly observed. (N) It is re-
lational rather in the vague sense in which exemplification is relational.
(5) What it relates is always some particular or particulars and some
quality or empirical relation. Only particulars have value. But they
have it only with respect to some quality or relation. (6) Value includes
fact in some sense. It is the exemplification of some quality or relation
by some particulars that is valuable. (7) Yet, valuable is independent of
fact. That same exemplification of a quality or relation is valuable or
ought to be the case is independent of whether that exemplification is the

0130 e11

 

11Everett W. Hall, What is Value? (New York: The Humanities Press
Inc" 1952): p0 2158.

27

How does one establish a definition? Perhaps, one must be extremely
concerned with the criterion. Pepper suggests that in responsible evalu-
ations of the definition of value, quantitative standards of value depend
upon qualitative descriptive definitions of value which in turn depend up-
on natural norms of value, or selective systems, that factually verify the
legitimacy of the evaluative judgments derived from the definition.12

Again it should be pointed out that there are several reasons for a
review of the literature in the philosophical context constructed so far.
First, the lain focus of Chapter III will be in the development of a
value-oriented role of the public school curriculum change agent. Part
of this role development must consider the working definition of the term
value-oriented. A second reason is that one must hopefully attend to
basic assumptions, when considering the merits of a definition of value-
oriented role.

The last section in the general area of values will discuss values

as thay relate to teaching and curriculum.

Educgtion:_ngchi g Values: Clarifying Values

The curriculum change agent in this study is viewed as ateacher of
teachers and as a teacher of values and a value clarifier for the commu-
nity. The ultimate goal is better self-understanding by the individual
students, individual teachers, and members of the community. In working
with teachers, the curriculum change agent is concerned about the teacher's
interaction with the students in the classrcan. A basic assumption is that
the teacher sees an important aspect of his or her job as one of helping

boys and girls better understand themselves. This section of the review

 

12Stephen C. Pepper, "Evaluation and Discourse," in The Language of
Value, ed. by Ray Lepley (New York: Columbia University Press, 1957),

P0 930

 

28
of the literature will look at teaching and supervision as it applies to
values. It will look at teaching and values because this becomes an hm-
portant area for the curriculum change agent whose function in this study
is viewed as a teacher of sorts. In considering this role one must be
aware of the dynamics of the interactions which transcend the categorical
limitations of one position. In this section of the review of the lit-
erature what is stated concerning the teacher-student relationship is, in
many cases, a concern for the curriculum change agent-teacher relationship,
not only for techniques for changing but also in terms of the teacher being
viewed as the extension of the change process as exemplified by the change
agent.

The teaching of values has been and perhaps still is a controversial
issue. Several questions rise to the surface in handling this issue. One
question is whether an individual, as a teacher or a supervisor, can keep
from imposing a value system on others. If one was to accept the assump-
tion that values are inevitably imposed and, therefore, should be tggght,
a second question must be asked. What values will be taught, and who will
determine the criteria for evaluation?

Most of the literature suggests that the imposition of values cannot
be avoided. In context of this review, the concept of imposed, in most
cases, is a positive characteristic.

George Counts states that although every individual is unique he is
molded by his culture and thus becomes a human being. He further states:

Quotations from two very distinguished anthropologists are most
appropriate here. Graham Wallas in his Our Social Heritage wrote
that 'we have become, one may say, biologically parasitic upon our
social heritage'. Bronislaw Malinowski in the last of his great
works, Freedom and Ciyilization, said approximately the same thing.

'This brief outline of cultural background of our problem in ovo-
lutionary perspective was given to show first and foremost that not

29

a single human act, relevant to the science of man, occurs outside
the context of culture.'13

Counts further points out that the big question is not whether we
should impose anything on the child during the educational process, but
the question isjghgt,we should impose. He explains that the meaning he
sees in the word ”impose” is to present to the younger generation a vision
of the possibility of finally fulfilling the great promise of the Declar-
ation of Independence.1u

Spindler writes about the transmission of conflict in American cult-
ure. His point is that teachers are cultural transmitters. However, if
teachers have experienced and internalized the conflict in values (which
he believes is part of our society), then it is probable that they will
transmit them to children. He believes this is the dangerous position.we
might be 111.15

An example of this concern by Spindler is pointed out in a study by
Jules Henry. He points out that one of the most striking characteristics
of American culture is the phenomenon of intra-grcup aggression. He be-
lieves that this aggression finds its expression in teacher "witch hunts“.
He described a number of specific situations in elomentary school class-
rooms where this is transmitted to students by the teacher. He describes
one classroom situation where the teacher organized a vigilance club.
The“good” deeds and the "bad" deeds of the children were recorded in a
booklet for each child. Children were encouraged to contribute informa-

tion about other class members. Several forms of punishment were used.

 

6

13George S. Counts, ”Should the Teacher Always Be Neutral?,” Eh;
Delta m, LI, No. 4 (1969). 186.

14mm. , 188.

15George D. Spindler, The Transmission of American Culture (Cambridge:
Harvard University Press, 1962), pp. 5-25.

30

It became abundantly clear, according to Henry, that intra-group aggression,
docility in conforming to external pressure of the group and to teacher au-
thority, feelings of vulnerability and fear of detection, and the value of
spying and confession were activated and encouraged and, therefore, trans-
‘mitted.16

Lee has also revealed the transmission of discrepancies in teaching
American culture. One study dealt with the impositions in home economic
classes. She studied the declared objectives of the home economic manuals
and then the actual practices in the classrooms. In many cases the two
were at extreme odds with one another.17

A.main point for consideration then can'be seen as one of hgg, What
is the appropriate method for teaching values or, from.the point of view
of supervision, what is a prductive method for helping individuals better
understand their unique values? If one assumes that values can be taught
and can be clarified by other sources, there remains a number of questions
to be answered whether by the teacher or the change agent-~not necessarily

exclusive in roles.

Spindler believes one must ask certain basic questions and place the
answer in the context of awareness--aware of the cultural dimension that
an individual brings to bear. He states:

we must, therefore, exercise extreme care that a growing aware-
ness of the cultural dimension, and particularly of the values di-
mension and its transmission, is not misused, by accident or intent.
What I am arguing for here is that the teacher, as a cultural trans-
mitter, achieves sufficient awareness of the multidimensional pro-
cesses involved so that fewer potentially creative channels of

 

16Jules Henry, ”Attitude Organization in the Elementary School Class-
rocm,” Americgn Journal of Orthopgychiat , XXVII (January, 1957), 117-33.

17Dorthy Lee, ”Discrepancies in the Teaching of American Culture,”

Education and Anthropology, ed. by George Spindler (Stanford University

31

communication, of transmission, be blocked, with the consequences

that more children can be effectively caught up in the educative

process. But the ethical problem I have raised is unresolved, and

I believe that here we must turn to the philosophers for help.18

Paske, Junell, Raths, Simon, et al see the teaching and clarifying of
values from.a certain posture. The process appears to them to be too much
"loaded” from the transmitter's point of view. Their writings indicate
that the main focus must be from the student or receiver. The teacher is
a helper, but the values must come as a result of clarification. From the
point of view of classroom teaching, ”philosophical” subjects should never
be taught with authority. And they question whether established sciences
should. The authors' main point is that emphasis must placed on helping
the individual focus on his values. This suggests the role of teacher or
supervisor being oriented toward clarification. 19' 20' 21

Harmin, Baths, and Simon see the schools more involved in the valuing
process. They believe that it is fruitful only to look at values and edu-
cation in terms of process. Their book, Values and Teaching, reflects this
attitude. One overriding assumption that is made is that a clearer under-
standing of an individual's personal value system (by the individual) is
an extremely important foundation upon which one builds perceptions and
skills. Without a clear selfdvalue system, the individual will not pro-
gress. Much of the authors' work stresses the importance of this concept

for change to result. The change refers to both attitudinal and remedial

 

18Spindler, The Transmission, p. 51.

19Gerald H. Paske, "Violence, Value, and Education," The Record, LXXI,
N00 1 (1969): 51'630

 

ZOJgggph S. Junell, ”Do Teachers Have the Right to IndoctrinateT,”
W. LI. No. a (1969). 183-85-

2lukerrill Hammin, Louis E. Baths, and Sidney B. Simon, Values and Teach-
ing,(Columbus: Charles E. Merrill Books, Inc., 1966).

 

32
in terms of skill development.22

McLuhan, in referring to the clarifying processes of education and
values, states that education must shift from instruction, from imposing
of stencils, to discovery. This, he suggests is the most fruitful teach-
ing method. This must be one of probing and exploration and the recog-
nition of the language of forms. McLuhan's emphasis is that the value
clarifying process must be that of looking at meanings which come from
symbols other than language.”

The actual school administration and processes of decision making
booms important considerations when one is discussing teaching and val-
ues. Clute asks the question how would schools change if the number one,
overall goal of education were that of helping the individual find per-
sonal meaning in freedom, liberty, and responsibility? Only if students
are treated as citizens with rights can they learn to be citizens with

responsibilities . 2“
Much of the work done in critical thinking is related to methods of

value clarification. Hunt and Metcalf's studies are related to those of
Raths'.25

Bloc et al have applied critical thinking techniques to the affec-
tive domain. In essence this has been a value clarifying process using

critical thinking processes and relating them to values on an affective

 

2McLuhan, Medium is Messa , p. 100.

2“Morrel J. Clute, ”Rights and Responsibilities of Students,” Educa-
ticggl Legrship, XXVI, No. 3 (1968), 21:2.

25Maurice P. Hunt and Lawrence Metcalf, Teaching High School Scci_al_l._
Studies (New York: Harper and Row, Publishers, 1955).

26Benjamin 3. Elena, David R. Krathwohl, and Bertram B. Masia, Taxon-

E of Educational Objectives: Hardback II: Affective Domain (New York:
D‘fid HOW. 1 O

 

33
There have been many research projects focusing on values and value

clarification. Klevan looked at value clarification methods used with
sophomores in college. What he concluded was that when value clarifi-
cation was used as a teaching process, more consistent attitudes were de-
veloped. The main technique used was to have the participants define
terms, identify assumptions, search for alternatives, and, in general,
consistently be aware of being open.27

Shmon worked with high school teachers in using the value clarifying
processes. The results of the study indicated that high school teachers
have difficulty helping students clarify values. One possible explanation
was the subject matter orientation secondary teachers have. Secondary
teachers, perhaps, find it difficult to switch this orientation.28

In summary, the literature on value definitions, value understandings,
and values and clarification reveal several generalizations. (1) There is
little consensus on the ”nature" of values. Few writers agree as to an ap-
propriate definition. Most define the term "values" as it applies to their
particular objectives. (2) Value theories have been developed from the
point of view of nonns. Others have imposed rigorous language analysis.
Others have concluded that values and valuation must be set in a relative
context. (3) Values and value clarification is seen as a process and,
therefore, is described in methodology bent on helping individuals better

understand a personal value system.

 

2(Albert Klevan, "An Investigation of a Methodology for Value Clarifi-
cation: Its Relationship to Consistency in Thinking, Purposefulness, and
Hula? Relations” (unpublished Ph.D. dissertation, New York University,
1957 .

28Sidney Simon, ”Value Clarification: Methodology and Tests of an Hy-
pothesis in an In-service Program Relating to Behavorial Changes in Secon-
dary School Students” (unpublished Ph.D. dissertation, New York University,

1958) .

3‘4L
Traditional and Merging Roles of the (hlrricgl‘m Change Age_nt

A second.major area for the review of the literature is that of the
traditional role of the curriculum change agent. The designation of the
teams "curriculum change agent” is being used here to designate what has
been traditionally called the "director of instruction”, etc.*

Evelyn Carlson, writing the introduction for the 1965 ASCD Yearbook
entitled Role of the Supervisor and Curriculum Director in a Climate of
ghgggg, discusses the roles traditionally assigned to what the writer of
this study has been calling ”curriculum change agent". She states that
the titles "supervisors” and "curriculum directors” are often used inter-
changeably in terms of function. They might be used in a broad sense to
refer to individuals who, ”either through working with teachers at the
classroom level or through working with supervisors, principals, or others
at a central office level, contribute to the improvement of teaching and/or
the implementation am! developnent of curriculum" . Curriculum workers,
curriculum specialists, consultants, curriculum leaders and instructional
leaders all have been used as substitutes for supervisor and curriculum
director.29

Gordon MacKensie states:

There is a wide range in both the titles used and in the as-
signment of responsibilities to supervisors and curriculum work-
ers. The diverse origins in the positions, some being in admin-
istration and others being in teaching curriculum, and the improve-

ment of instruction, cause initial difficulty. A strong supervis-
cry or administrative lineage is apt to result in a stress on such

 

’The use of curriculum change agent here is used only to be consis-
tent throughout this study. It will be pointed out, however, that the
role development of Chapter III, hopefully, suggests a completely dif-
ferent function.

29EVelyn F. Carlson, ”Introduction,” Role of Supervisor and Currigg:

lum Director in a Climate of Change. Yearbook of the Association for
Supervision and Curriculum Development. (washington, D. C.: ASCD, 1965),

Pp. 2’30

35

functions as quality control, the provision of needed information

for administrators, and the management and coordination of various
kinds of organisational activities. The teaching, curricular and

instructional improvement lineage, suggests a possible emphasis on
direct assistance to teachers, curriculum planning, and in-service
education.30

MacKensie further states that local variations in skills and interests‘k.‘

\
\

of holders of various positions, and of differing patterns of organisation,
cloud the picture of what the supervisory and curriculum improvement func-

tions are. It is probably necessary to specify the school system directly' \

s
\\

if one would want to find out the curriculum functions. Further review of

the literature reveals such titles as chief school administrator for in-

xi
./

struction, directors, coordinators, general and special subject supervisors"
principals, building curriculum coordinators, and department heads.31 3
Allen points out that ”In the face of this challenge to educators to [/
contribute vital leadership, there is an obvious lack of professional un- \
ity. In fact, there is apparent confusion among supervisors and curricu- /)
lum workers, as well as administrators, as to (a) the accepted purpose of ‘7
supervision; (b) who is qualified to perform this function; and (c) how j
supervision shall be accomplished".32 /
There have been a number of studies completed which have attempted
to discover the traditional role of the curriculum worker in the public

schools. The following are the conclusions of such studies."I

 

30Gordon A. MacKenzie, "Roles of Supervisors and Curriculum Workers,”
(Statement prepared by MacKenzie as a former member of the ASCD Committee
on Professionalisation of Supervisors and Curriculum Workers for discus-
sion by state ASCD groups) Association for Supervision and Curriculum De-
veloment, Washington, D. C.

31Ibid.

32R. S. Allen, ”Role and Function of Supervisors and Curriculum Work-
ers,” Educatioggl Leadership, XXIII, No. 4 (1966), 330.

*See Bibliography for references to these studies.

36
Harris (1968)

Superintendents stated they spend more time in the admin-
istrative task areas of finance and business, school-com-
munity relations and staff personnel today, while they
delegate the duties in the areas of curriculum and pupil
personnel to others to perform. This is a reversal of
what they remembered doing twenty-five years ago.

Pederson (1968)

The following conclusions were drawn relative to the po-
sition of director of instruction in the schools of the
state of Iowa involved in the study.

1. The position is relatively new in most schools with
the exception of large cities.

2. The K-lZ form, or centralization of responsibility for
the curriculum under person, was predominant.

3. Directors of instruction felt this position should have
a place in the line of administrative authority.

a. Superintendents, as a group, tended to be somewhat more
conservative than principals and directors of instruction
regarding participation in administrative and decision mak-
ing areas.

5. School size, in terms of enrollment and location, had a
strong influence on the perceptions and expectations of su—
perintendents, principals, and directors of instruction,
regarding the role of directors of instruction.

B05 (1966)

1. In general, there are patterns of role behavior relevant
to implementors of change which are congruently expected by
administrators, teachers, and college professors.

2. Teachers differ from administrators more than they do
from.college professors regarding the role expectations for
curriculum change agents.

3. The three groups viewed the role of the change agent as
being associated with a style of leadership which supports,
assists, and gives direction to the personnel involved in
the processes of change.

a. The kind of individual educators expect as implementors
of change would possess in some degree personality character-
istics which depict the change agent to be intelligent, emo-
tionally stable, adaptable, experimenting, and enthusiastic.

37

Defielms ( 1968)

This study was undertaken to determine if persons who occupy
the role of "director of curriculum" were perceived to pos-
sess administrative authority. The conclusion was that di-
rectors of curriculum were perceived to possess administra-
tive authority by all role groups--superintendents, directors
of curriculum, and principals.

Richardson (1966)

He found that the role image "sort" revealed only that one
group perceived its curriculum director significantly more
as ggn-administrative in rank, autocratic in operation, weak
in personal relations, passive as a leader and generally in:
gffective in program change.

Stearns, Jr. (1966)

Lott

1. Divergent expectations between curriculum directors and
principals were held with regard to classroom visitations,
the supervision of instruction, and direct communication
with parents.

2. Divergent expectations between curriculum directors and
teachers occurred in a number of areas of responsibilities
--supervision of teaching. The teachers were not supportive
of the role.

(1963)

The conclusions were that there were conflicting conceptions
of the role. The conflicts were over expertness and manager-
ial ability versus permissiveness and the group dynamics con-
cept of supervision.

Moran (1962)

It was concluded that directors of instruction evidenced a
desire for more status and authority in the school hierarchy
and thus tended to think more like administrators than teach-
ers.

Breniman (1963)

It was found that graduate work of the directors of instruc-
tion was not necessarily the most suitable for the position
--the emphasis was in administration.

Duffy (1965)

Studied the actual time that the directors of instruction
spent on various functions and duties. Approximately eighty
per cent of the time of a director of instruction is spent

38

in interactions with people. The building principgl is the
position incumbent with whom the director interacts most
often and for the largest share of his interaction time.

In summary the research in role perceptions of the curriculum person

reveals several basic generalizations.

l. The director of instruction is not only perceived as admin-
istrator, but in actual practice functions as one and assumes
administrative lineage.
2. Many curriculum decisions are perceived by various educator
groups as being unilateral decisions.
3. In general, very little contact is made by the director of
instruction or supervisor with the classroom teacher.
a. Most curriculum directors perceive their roles as adminis-
trative-decision oriented.
5. The role is seen as one that is in the emerging stage.
6. There is no clear-cut definition of the role. It may vary
from district to district.
7. Teachers, generally, perceive the traditional role of our-
riculum directors as ineffective in bringing about change.
8. The graduate education of curriculum directors has, for the

most part, been in the area of administration.

Emerging Role
The literature has revealed several ideas concerning the emerging role

of the educational or curriculum change agent. For example, Klohr, in
placing the new role in context of contemporary problems, states that this
query is essentially a question of how to better develop roleS‘whichflwill
help the schools becme humanizing institutions. How can we create authen-

tic, human roles for individuals as we continue to "professionalize" their

39
involvement in curriculum development? He states that too often the cur-

riculum director working with the established power structure has seen these
as antithetical. Curriculum directors have come to believe that increased
concern for human values will follow gftgg they have more effectively sys-
tematized their professional operations. He believes that both assumptions
are false, and we dare not use them as a base for planning programs to fos-
ter human values in social institutions. He further states, "the dimension
of the revolution that I did not see until more recently involves a persis-
tent drive for pgrticipation and self-determination on the part of the com-
munity, teachers, and students. I am convinced that this drive is justi-
fied and long overdue”.33

The emerging role is being perceived more in terms of a real change
agent. Sociology is leading more research to the defining of the role of
the ”curriculum change agent". Harris points this out in an article ap-
pearing in papers from the ASCD Eleventh Curriculum Research Institute in
1965. He emphasizes the idea that when we think of supervision as directed
toward teacher learning we are prone to overlook the classroom and the
school as interrelated social sub-systems of the larger community. If one
looks at the school as a social system, more emphasis can be placed on the

study from.the sociologist's point of view.3u

Rogers has developed many principles which can be of significant use
in helping the educational change agent more adequately define the emerging

role.

33Paul R. Klohr, "Curriculum Workers in a Bind,” Educational Leggership,
XXVI, No. a (1969). 323-3h.

3“Ben Harris, "Strategies for Curriculum Change: Promising Ideas and
Perplexing Problems," The Supervisor: Agent for Change in Teaching, ASCD
Elementh.Curriculum Research Institute (washington, D. C.: Association
for Supervision and Curriculum Development, 1966), pp. 35-95-

#0

A change agent is a professional who influences innovation-de-
cisions in a direction deemed desirable by a change agency. The
change agent often fills seven roles in the change process: (1) he
develops a need for change on the part of his clients, (2) estab-
lishes a change relationship with them, (3) diagnoses their problem,
(a) creates intent to change in his clients, (5) translates this in-
tent into action, (6) stabilizes change and prevents discontinuances,
and (7) achieves a terminal relationship with his clients.

Propositions were suggested regarding a change agent's relative
success in securing the adoption of innovations by his clients.
Change agent success is positively related to: (1) the extent of
change agent effort, (2) his client-orientation, rather than change
agency-orientation, (3) the degree to which his problem is compatible
with clients' needs, (4) the change agent's empathy with clients,

(5) his homophily with clients, (6) the extent he works through opin-
ion leaders, (7) his credibility in the eyes of his clients, and

(8) his efforts in increasing his clients' ability to evaluate inno-
vations.

Further, we proposed that change agent contact is positively re-
lated to: (1) higher social status among clients, (2) greater social
participation, (3) higher education and literacy, and (h) cosmopol-
itemss e

Hills' studies point out the middle class value system that predomi-
nates in the teaching situation. It becomes increasingly apparent that
future curriculum change agents will have to be extremely conscious of
values and emerging values.36

Harris reviews the basic problems he believes must be considered when
discussing the emerging role of the curriculum change agent.

1. The schools do not have recognized change agents. Super-
visors have not been perceived as change agents in most school
systems and have rarely functioned as such. A competent, rec-
ognized change agent group needs to be developed wherever change

is to be forthcoming on a planned basis.

 

35Everett M. Rogers, Diffusion of Innovations (New York: Free Press
of Glencoe, 1962).
Everett M. Rogers, Communicgtion of Innovations: A Cross-Cultural
Approach (New York: Free Press of Glencoe). (Will not be available
until August, 1970.)

36R. J. Hills, "Social Class and Educational Views,” Administrators
Notebook, X, (October, 1961), 2.

 

#1

2. Schools are so highly domesticated as social institutions
that enormous resources for the cultivation of change will be
required.
3. Instructional change in the school setting is inevitably
s. easier 2:. siege in meals-
“. The bureaucratic nature of school organization and the piv-
otal position of administrators in the balance of power presents
special problems. The traditional role of the school as a stab-
ilizer in our society is changing, but the administrative struc-
ture is almost exclusively geared to maintenance activities re-
sisting change, and avoiding controversy or conflict.37

How aware are present directors of instruction concerning the need for

change? Eash states:

Supervision, as we have knomit, may be a dying role. The possible
demise of supervision, like the personal confrontation with the inex-
orable destiny of each individual, is not viewed with pleasure by the
supervisory ranks, and a perusal of the literature and activities of
supervisors finds that in the main, as a professional group, they have

simplyfl denieg the existence of this unpleasant though highly probable
eventuality.3

One point seems quite c1ear--supervisors in central staff, state agency,
intermediate unit, and federal government have rarely functioned as agents
of change. This, according to Harris, is one of the dilemmas in which the

school curriculum person finds himself.39
A question of whether the school system can tolerate a real change

agent becomes an exceedingly important consideration. If the school system

is willing and able to permit such an individual to function as such, then

 

37Ben Harris, "Strategies for Curriculum Change," p. 93

38Maurice J. Eash, "Supervisors: A Vanishing Breed," Educational Lepder-
ship, XXVI, No. 1 (1968), 75.

 

39Ben-Harris, ”Strategies for Curriculum Change," p. 88.

#2
it becomes a question as to the extent the community will willingly toler-
ate the change agent. It certainly appears, besides the organizational
prdblems, that the individual personality of the change agent is of utmost
importance. However, strategies for change must be considered as inter—
connected with personality. The focus of this study is that the value-
clarifying role of such a change agent can have positive results in helping

to bring about change.

Power Structures and the Curriculum Change Agent

A final consideration for the review of the literature will focus on
the relationship of power structures and schools. The purpose for this
area of review is to help build a context into which the value-oriented
role of the curriculum change agent must function. A great deal of writ-
ing and research has been done concerning community power structures.
The section will look at those writings which have a relationship to the
sub-comunity of the public schools. Much of the writing is in the form
of community case studies. Other writings are in the form of personal
descriptions and intuitive conclusions. These writings range from those
like .E_lm:s_town Youth to Death at an Early Age.* Both kinds of writings
prove extremely useful in understanding the relationship between commun-
ity power structures and the public schools. Therefore, the curriculum
change agent must consider this relationship if his role is to be funda-
mentally effective in bringing about change.

There have been several attempts at defining the concept ”power” as
it relates to>cgmmunity power structure. For example, Hunter discusses
power as a necessary function in society. He states:

Power is also a necessary function in the community, for it in-
volves decision.making and it also involves the function of executing

 

I"See Bibliography.

“3
determined policies - or seeing to it that things get done which
have been deemed necessary to be done. The social rights and pre-
rogatives implied in power functions must be delegated to specific
men to achieve social goals in any society . . . The term ”power"
is no reified concept, but an abstract term denoting a structural
description of social processes. Or in simpler terms, power is a
word that will be used to describe the acts of men going about the
business of moving other men to act in relation to themselves or
in relation to organic or inorganic things.“O
Lieberman places the definition of power in an educational context.
His concern is with power and policy in education. He uses the term in
this reference to mean the capacity to influence the behaviors of others.
Such a capacity, of course, varies from person to person, from group to
group, and from situation to situation. Power, therefore, denotes a re-
lationship between people. He further states:
we can, of course, refer to a person's power over his physical
environment, and this is a perfectly legitimate use of the term.
We also agree that power over the physical environment is often an
important basis for power over people. 1
Max Weber defines power as ”the chances of a man or a group of men
to realize their own will, even against Opposition“.t"2 He did not in-
clude the capacity to gain one's ends all the time on every issue. In-
stead he speaks of "chances" and probability, thus avoiding a too strin-
gent requirement that the power elite could not maintain or meet.
Presthus suggests that even though the power of individuals app in-
dividuals can be empirically determined, such an emphasis (such as weber's)
overlooks two vital characteristics of power. "One is that the individual

power is always worked out within some larger framework of institutional

 

quloyd Hunter, Community Power Structure (Chapel Hill: University
of North Carolina Press, 1953), pp. 2—3.

“lMyron Lieberman, "Power and Policy in Education," Bulletin of the
§ghool of Education of Indiana University, XL, No. 5 (1964), 21-29.

“ZMax Weber, Max Weber: Essgys in Sociology, ed. by H. H. Gerth and
C. W; Mills (New York: Oxford University Press, 1946), p. 180.

as
power . . . . Men are powerful in relation to other men. The other fact
is that the power of any given individual is in large measure a result of
his ability to manipulate this large system."“3

Walsh's main theme concerning the relationship of the political so-
ciety to the professional educators brings another dimension to the ever
increasing problem of the public schools and society. He says:

The status of education in any society or in any country is a
direct correlation of the mode of political organization of that
society or country . . . Those in political control tend to see
in the educational system a most effective means for furthering
the objectives they espouse. If these objectives are valid and
realistic, education will, other things being equal, prosper and
thrive. If the objectives are invalid - i.e. if they are not gen-
uinely in the individual and the public interests - then education
will either be deliberate and curtailed, or it will become a tool
for advancing causes and cults or for pgrpetuating_the_power struc-
ture.““ (underlining mine.)

Robert Dahl discusses the various influences and pressures which can
be brought to bear on the public school educational leaders. His intent
is to throw light on the question--Who governs? He studied the community
of New Haven, Connecticut. In the section studying schools, he states:

An examination of eight different sets of decisions taken be-
tween 1953 and 1959 indicates that there are three main centers for
initiating or vetoing policies involving the public schools. These
are the'mayor, the Board of Education, and the Superintendent of
50110013 e

Because the local norms (in New Haven) prescribe that the schools
should be insulated from politics, a mayor who attempted to press his
own policies directly on the school system through the board or the
superintendent would antagonize the segments of the political stratum
most keenly interested in the schools. Consequently, the mayor ordi-
narily influences sfihool policies only directly through his appoint-
ments to the board. 5

 

“3Robert Presthus, Men at the Top: A Study in Community Power (New York:
Oxford University Press, 1965), p. 5.

““John E. welsh, Education and Political Theory (New York: Center for
Applied Research, Inc., l96h), p. l.

 

“5Robert H. Dahl, Who Governs? (New Haven: Yale University Press,
1961). PP- 150-53.

“5
Within the context of the community, the education leader learns the
"rules of the game". Dahl goes on to say:

. . . To succeed in his new career the school administrator must
obey the first commandment of the public school administrator: ”Thou
shalt not alienate teachers, parents, superiors, or professional col-
leagues". . . . The school administrator is faced with two great
problems. On the one hand, he depends heavily on the cooperation of
others to get the resources he needs to run the schools in a fashion
that will insure his professional recognition and advancement. On
the other hand, to maintain his professional standards and reputation
he must oppose outside interference in the school system, particularly
by politicians. Sometimes it is impossible to reconcile these two
weds e46

Lucio and McNeil suggest that the curriculum change agent's disregard
of power outside the school not only jeopardizes his tenure but prevents
him from participating in critical decisions regarding the character and
curriculum of the school. The school and the change agent are left in a

weakened position . . . In general, major policies in the local community

are made by a top hierarchy drawn largely from the businessmen's class.“7

In a study of business values and practices in educational adminis-
tration, Callahan reported the following conclusions.

What was unexpected was the extent, not only of the power of the
business-industrial groups, but the strength of the business ideology
in the American culture on the one hand, and the extreme weakness and
vulnerability of sohoolmen, especially school administrators, on the
other. I had expected more professional automony and I was complete-
ly unprepared for the extent and degree of capitulation by adminis-
trators to whatever demands were made upon them. I was surprised and
then dismayed to learn how many decisions they made or were forced to
make, not on educational grounds, but as a means of appeasipg their
critics in order to maintain their positions in the school.

Concerning urban school systems and politics, Gittell and Hevesi pre-
sent ideas about the power networks within the school system and their

 

“61b1d., pp. 150-53.

“7Willimm H. Lucio and John D. McNeil, Supervision: A Synthesis of
Thought and.Action (New York: MoGraw-Hill Book Company, 1969), p. 82.

 

uefiaymond E. Callahan, Education_§nd the Cult of Efficienqy(Chicago:
The University of Chicago Press, 1962), Preface.

46
relations to political factors. They state that as the system's chief ad-
ministrator the superintendent is responsible for a variety of tasks, and
since educational decisions are becoming increasingly visible, his powers
often relate to decisions of a most sensitive political nature. "To a
large extent, in attending to these tasks, the superintendent depends on
an ever increasing professional bureaucracy at central headquarters and a

field staff of school administrators.” (underlining mine.) The authors

 

further state:

The headquarters staff and the bureaucracy probably have more sig-
nificant resources for affecting the outcome of policy questions than
does any other set of factors in urban educational systems. They have
permanence and tradition. Moreover, professionalism has developed a
strong foothold in the policy process in education, so that the bureauc-
racy jealously guards the power it has developed over the years.“9

One of the most explosive areas of urban education is that of commu-
nity control. The direction of this issue could have a tremendous impact
on the kind of role functions filled by the educational leaders--and, in
particular, the curriculum change agent. A failure of integration plans
and contemporary education programs, according to Gittell and Bevesi, has
led those concerned to look at a reform of urban educational institutions
-dwith this reform would come new structures. One group of reformers em-
phasize administrative changes. They are concerned with gggdjustment of
bureaucrgtic practices,_new recruitmentgpoliciesj and $339" system of or-
ganization. Other reformers, community leaders, ghetto dwellers, reject
administrative reform and demand a completely redistribution of power.
This, they believe, can only be done by decentralization of school sys-

tems, and then the development of community control.5O

 

“9Marilyn Gittell and Alan G. Hevesi, "Introduction," The Politics of
Urban Education, ed. by Marilyn Gittell and Alan G. Hevesi (New York:
Frederick A. Praeger, Publishers, 1969), p. 5.

50Ib1d., p. 8.

47

A question for consideration arises in the midst of the total problem
of power structures, community control, and school bureaucracy. What is
the best means or what is the most profitable service that an individual
can perform for the schools, the community, the people, in helping to bring
about positive, dynamic change? Within the context of this whole question
of power, the consideration of the meaning of "professionalism" appears to
emerge. What will the community allow to be the actions of professionalism?
How must it be interpreted so that "real" education takes place? This is
certainly one of the difficult considerations for the school and community
to deal with.

Blackington raises this question of professionalism as it relates to
society. He poses the following:

A significant but seldom-asked question is whether our society can
permit the existence of institutionalized professional behavior (indi-
vidual or collectively) (when we use "institutionalized" here, we sim-
ply mean systematized or "norm"-alized behavior). It would seem that
such a question is in order, for professionals presently being trained
and those already trained are almost daily exhorted to be more profes-
sional. Yet, such a question is seldom asked because an affirmative
answer is assumed. Can we, however, safely assume a positive answer
to this question in this day and age? If we can, then we may proceed
in one manner, by and large. If we cannot, then we must either stop
the pretense or seek means by which reform can occur so that profes-
sionalism cgg exist. _

we would strongly suggest that if the ethical and intellectual
basis of professionalism is to be established, the larger society
must operate by value systems the same as or similar to those by
which the professions operate. In short, the professions must be
supported by a people of ”good opinion” if not "good knowledge”.51

The objective of the review of the literature was eventually to link
together these complex areas of values, curriculum change agents, and com-

munity and school power structures. These areas are assumed to be very

 

SlFrank H. Blackington, "A Concept of Profession," School, Society, and
the Professional Educator, ed. by Frank H. Blackington and Robert 3. Patterson
(New York: Holt, Rinehart and Winston, Inc., 1968), pp. 26-27.

 

as
closely interrelated. It is the purpose of Chapter III to provide the link-
age by the discussion of a role model for the school change agent. Chapter
IV will then examine more closely the basic value assumptions'which are the

foundation of the role.

CHAPTER III
THE K-lZ CURRICULUM CHANGE AGENT'S ROLE

"The idea has occurred to me that if one
wanted to crush, to annihilate a man ut-
terly, to inflict on him the most terri-
ble of punishments so that the most fero-
cious murderer would shudder at it and
dread it beforehand, one need only give
him work of an absolutely, completely
useless and irrational character . . . .
If he had to pour water from one vessel
to another and back, over and over again,
to pound sand, to move a heap of earth
from one place to another and back again
--- I believe the convict would hang him-
self in a few days or would commit a
thousand crimes, preferring rather to die
than endure such humiliation, shame, and
tortllre e n

Dostoevsky -
The House of the Dead

"So the institutions (schools) which
should be youth's own often repels in-
stead of attracts youth. Nobody volun-
tarily seeks out a situation where his
purposes will be supplanted by the pur-
poses cf someone else. He does not re-
turn to that from which he has made his
escape.”

Earl Kelley -
In Defense of Youth

CHAPTER III

THE K-lZ CURRICULUM CHANGE AGENT'S ROLE

The basic objectives of this chapter are to discuss the framework with-
in which the K-12 curriculum change agent must work, and to suggest func-
tions within this framework which will be profitable in bringing about cur-
riculum development. The thesis of this study has been to suggest that the
emerging role of the K-12 curriculum change agent must be one oriented toward
value clarification. The key to curriculum change and development thus be-
comes the better understanding between the community and the school which
results from individual understanding. Therefore, the curriculum change
agent's role will tend to be productive to the extent that he is free to
work with teachers and students and members of the larger community. This
is the dimension, school-community, which will provide the framework for
the change agent.

The emerging role of the K-12 curriculum change agent is viewed in a
different context than is traditionally understood. First, the curriculum
change agent performs to a large extent a new role. It is new from the
point of view that it is not necessarily an attempt to replace the tradi-
tional position of the curriculum developer. Perhaps, one can find reasons
for preserving the traditional curriculum role as one necessary for admin-
istrative details, coordination, decision making, etc. The role discussed
in this chapter will depart quite sharply from the traditional role and

should, perhaps, be seen as a new role altogether.

50

51

The curriculum change agent is just that--an agent for change. He
does not necessarily bring about direct change but functions on an indirect
basis in bringing about curriculum development. This he accomplishes by
helping individual members of the community and the school to more clearly
understand their values which ultimately influence their curriculum decision
making. In many cases, this decision making, either from the community or
the school, is at an unconscious level. The crucial assumption is that
through this value clarifying process by question asking and alternative
proposing, there is more interpersonal understanding developed, more shared

concerns are revealed, and ultimately more concern and respect is developed

 

to help students understand themselves better.

This chapter will discuss the basic framework of the role, discuss the

 

functional change approach to the role, and discuss the two areas of concern

for the individual fulfillinggthis role: community and school. Chapter IV

 

‘will look more closely at the assumptions one must accept in order to con-

sider the role as outlined in this chapter.

The Role as a Functional Change

Whether one views the curriculum change agent's role as a new role or
as an emerging role, it can be looked at in terms of changing as a result
of functional alterations or as the result of structural alterations. This
study views the role as one based on functional changes-dwhether considered
as a new role or an emerging one.

What is important for this consideration of functional changes as op-
posed to structural changes is how existing institutions interact with the
individual in the role: and, to a great extent, whether the role will be
formally allowed to exist as a part of the school-community dimension.

For this reason, formal existence, the role has greater possibilities for

52

bringing about curriculum change development if it operates on the notion

of a functional birth. It should be made clear at this point that the dis-
cussion to follow will be based on two uses of the word fgggtign. The first
part of the discussion will be using the word function in terms of general
role changes. That is, the word function will be used and discussed to
point out a way of looking at social change. Later in this chapter the

term function will be used to point out 52:25; operational or functional
activities of the change agent role.

To add to the understanding of a role based on functional changes, a
general contrast between functional change and structural change will per-
haps help. Structural change can be understood as changes which dramati-
cally create a realignment of relationships between institutions, agencies,
family groups, and people. The result is a new ordering of relationships
and powers. This kind of change may produce a shift of power in the fol-
lowing ways: fewer individuals gain greater power: more individuals gain
some power: or the power remains in the hands of relatively the same num-
ber of individuals. Therefore, what basically happens in structurally ori-
ented change is that the change creates reciprocal changes in other parts
of the social structure.

Functional changes are changes at a very reduced level. They can be
looked upon as structural changes but the scale is significantly reduced.
Functional changes result in fewer changes in relationships. A functional
change does not necessarily reform the ordering of power or authority.

The basic institutions can remain relatively unchanged. A "spin-off" ef-
fect does not necessarily exist.

For the purpose of the role of the K-12 curriculum change agent, the

difference between structural change and functional change is discussed as

53
one based on degrees of relational changes and one based on time of change.
The role, however, is based on one in the context of functional change.
This has repercussions of existing power structures to the emerging role or
the new role of the curriculum change agent.

There are several reasons for viewing the role as one emerging out of
a functional change context. First, the nature of the role as being one
oriented toward value clarifying--that is, question asking and alternative
proposing--does not require a structural change. What is required is a com-
mitment on the existing structures, community power structure, the school,
and related agencies to create a position which allows the individual the
freedom to work with people. Since the major function is value clarifying,
this commitment requires that the existing structure provide the necessary
time. This functional change also requires that the individual's mode of
operation be relatively free from outside pressures. Therefore, what kind
of commitment and consensus base of operation the change agent receives
from.the existing structure will determine the effectiveness of the db-
jective of value clarifying. The important aspect of this commitment, how-
ever, is that it does not require a structural change. This becomes ex-
ceedingly important for this role.

The key to this functional change is the freedom and time to interact
with pupils, teachers, administration, and members of various institutions
rand agencies in the community or school district. This requires that the
curriculum change agent does not become aligned too closely with any one
particular group such as the teachers, administration, or community power
elites. If the role is viewed as one aligned to a particular group, then
the effectiveness of the change agent promoting better communication by
helping members look closely at common values will be hindered by feelings

of mistrust.

54
A second reason for a functional change is that the curriculum change

agent's role for this study is 931; based on decision making-u-that is, de-
cision making as viewed by the role of the traditional curriculum person
which has been based on an administrative structure. Removed from the role
as a decision maker within the existing structure, a major objective can be
achieved. This objective is the reduction of an 2331333 M to the ex-
isting structure. This can obviously be seen as a threat. This is discus-
sed later in this chapter. The long range goal of the change agent, of
course, is to be an agent for change-~change which results from individual
members better understanding their value system and how it relates to the
social setting. The assumption basic to this approach is that the very
foumlation to curricula change and improvement must start with individuals
better understanding thuselves. This assumption will be discussed more
closely in Chapter IV.

In smuary, the value clarifying role of the K-12 curriculum change
agent does not require structural changes. The role is developed with the
main objective that it outwardly is not threatening to existing structures
both within the school art! the conunity. The basis of the role must come
from omit-ents by both the school and the comunity as to the nature of
curriculum improvement. Curriculum improvement will not significantly take
place unless the very foundation of eta-riculum is changed firstuthat foun-
dation being the understanding of values and attitudes of the individuals
involved in the educational process. This, perhaps, represents the very
foundation for teaching and practicing democracy in the school-cmdty
envirorlent.

Role in a Coma tual Frgework
The activities of the X-12 curriculum change agent are based in two
centers. The first is the community or district center: the second center

55
is the public school. (See DIAGRAM A.) The objective of the change agent
is to help bring these two centers closer together. The goals and objec-
tives of both the school and the community are based on values--sometimes
the same and sometimes quite different. Within each area or center there
are also value conflicts. For example, there can exist extreme value con-
flicts between faculty and students: faculty and administration: etc. The
change agent cannot deal with all conflicts: however, he can act as an
agent in helping faculty, administration, and the community begin to look
closely at existing differences and at existing commonalities.

There are, of course, other centers or spheres of influence which the
school must consider such as the national and international forces. How-
ever, the role as suggested in this study is confined to a narrower area of
influence. Again, this narrower center of activity of the curriculum change
agent is the model of the school-cc-unity social unit.

There are several reasons for conceptualizing the role in this school-
cmunity framework. One must remember, first of all, that no preconceived
role realistically functions in some one-to-one ratio with a conceptualised

model. Models serve was only to the extent that thgv help orggaize

data for reacQg better conclusions about reality. A role or operation
of an individual is a dynamic process. Cause-effect relationships defy the

bouniaries of preconceived activities. Therefore, the framework suggested
in this chapter for the [-12 curriculum change agent is, to a great extent,
an arbitrary consideration but based upon what is believed to be a needed
role developsent. Because the human facets and the unique qualities of each
person must be felt, the role model should be understood as only a direc-

tional indicator.

DIAGRAM,A

State of Disequilibrium

The The
Schools

   
     
  

High Degree of Value High Degree of Value

    
 

 

  

 

     
 
 

Conflict as Conflict as

Relatively
small

degree of

conflict-f «.

overlap.

      
  

 
  

Related Related

  
  

       
   

 
 

to the to the

 

Schools

 

Community

DIAGRAHZB

State of Dynamic Equilibrium

Relatively
High Degree
of

ConflicteFree Value

Overlap

 

57

'Horking within these limitations, a definition of the curriculum
change agent's role can be useful. The preconceived role can help order
the experiences of the individual to more effectively help the social-
community areas better understand the curriculum process. Of course, an
assumption that differences in values and objectives exists between the
school and the community needs to be examined. It is possible that the
only major value conflicts lie within the school--between school officials
(teachers and administrators) and students. This would not, however, re-
duce the value of the change agent's role. What it does mean is that his
function will be more school oriented. But the problem of value conflicts,
‘whether basically a school problem or not, still calls into action the ser-
vices of an individual to provide energies to bridge the so-called heterop-
ily gap between the school and the community.

The area of the school-community dimension is presented as the ideal
framework in which the curriculum change agent can help promote mutual
understandings through value clarification. This dimension provides the
opportunity for reducing value conflicts within our society. If signifi-
cant changes are made in the institutions which directly and indirectly
affect the individual, the school as one of these institutions can be a
leader in helping bring about a state of dynamic equilibrium. The argu-
ment can be stated for armors universal appeal to value clarification.
That is, one must be concerned with a greater dimension than the school-
cusunity. This is important. However, this study is looking at 2;; fig
by'ggg_;ggizigggl, The important question is one of asking how better can
the curriculum person cperate in the framework of the school-community so-
cial setting.

One way to conceptualize the school-cmnity relationship, which

serves the K-12 curriculum change agent's base of operations, is in tenms

58
of two circles of influence. When these two circles are significantly sep-
arated, a high 1.9329. of value conflict results. The overlap area is the
degree of relative understanding between the school and the community.

When the circles are more in alignment, there is a relatively-lgg;g2y
5:32.0f conflict and a high.degree of understanding as to the values and
objectives of the school curriculum. (See DIAGRAM B.) The value-oriented
role is one of helping to keep the area of conflict as small as possible.

The curriculum.change agent functions within the ”overlap” area be-
tween the school and the community. From.this posture, his job is to widen
the area of common.interests, common values, and.common objectives. It is
through this unique position that the change agent becomes a question asker
and an alternative proposer.

Problems are avoided in this sensitive area when the change agent is
placed in the position of not being a decision.mg§g;. One assumption is
that a greater possibility exists for value clarification if external au-
thorities are either removed or reduced. When the individual is helped to
examine his own value system, the base for curriculum progress is begun.

Some degree of value conflict is desirable. When the overlap of
value-conflict free area is too great, stagnation and status quo is main-
tained. (See DIAGRAM C.) A degree of conflict is viewed as desirable for
curriculm progress and improvement. Rogers, for example, discusses this
from the point of view of a heterophily gap. He states that,more effective
communication occurs when source and receiver are homophilous, unless the
source and the receiver have high.empathy. When an innovation is concerned,
some degree of heterophily is desired between the change agent and the client.52

 

52Rogers, Communicgtion of Innovations.

DIAGRAM C
Static Condition

Some degree of
value-conflict area

is deemed desirable.

In this situation
there is a
high.degree of

value-free conflict.

DIAGRAM D
Forces Tending to Pull the Two Areas Apart

The Schools

Forces

Pressure Groups
Area of Knowledge
Explosion
Operation of National and
world Power

the Structures

New Perceptions
Curriculum Change Agent and Understand-

ings
Art
Politics

Education
Time

 

59

60
In the case of value conflict, the school's relationship to the community
is similar to that of a change agent to a client. Some homophily is nec-
essary but too great a degree of empathy denies the change agent (or school)
from seeing society in new perspectives.

The role of the K-12 curriculum change agent is based on the assump-
tion that even among varying value systems within the community, within the
school, and between the two, there is a common denominator of values to
which the school and the community can agree. The curriculum change agent
can help the two areas reach a common understanding through the process of

value clarification.

The Functioping Activities and Curriculum Development

This section will attempt to spell out the kind of activities or func-
tions of the K-12 curriculum change agent in pursuing the goal of value
clarification.

The role of the K-12 curriculum change agent has been set in the con-
text of the school-community dimension. The role has also been viewed as
one based on a functional change. What are the functions of the individual
filling this value-oriented role? Basically, the role is one of question
asking and alternative proposing. This is seen as opposed to traditional
roles of the curriculum director as a decision.maker. This orientation to
question asking and alternative proposing has several implications for the
functions performed by the curriculum change agent.

First, the role of the curriculum change agent must be centered on
listening. The term.listening is being suggested as it is defined in a
context of providing feedback for value clarifying purposes. Emphasis is
on the individual providing clues to attitudes so that the change agent

can provide the kind of feedback which extends the individual's

61
self-awareness. The purpose is to help individuals reflect on their own
beliefs and ultimate actions. The change agent acts as a.mirror to help
the individual see consistencies and inconsistencies in his beliefs and
actions.

A second function of the change agent is providing intra-sohool feed-
'back. The faculty'mmst know the thinking of the administration and the
students: the students must be aware of the faculty thinking: etc. When
intergroup or interpersonal communication is reduced to the level of value
clarifying, then the curriculum, at the most basic level, can most honestly
be changed to serve the school.

The curriculum change agent must be tuned in on community thinking.
Within the community the change agent can help conflicting value systems be-
come more communicable. If one looks at the school as a symbol of the larger
society, than it is understandable to consider the community and school po-
sessing similar social and value conflicts. Hopefully, the curriculum change
agent oan.bridge heterophily gaps within the community, rather than one pres-
sure group or power structure dictating philosophical and social decisions
via the school board and superintendent to the school operations. Again,
however, it is extremely important that the change agent operates with a
certain protection of freedom. This function requires institutional and
agency contact. What is suggested is an organization represented by various
service agencies within the camunity or the school district. This coordi-
nating agency should be representative of the multi-power organisations of
the cousunity. The health department, bureau of social services, law en-
forcement agencies, religious affliations, minorities, etc. should compose

this organisation along with the curriculum change agent.

Through this unique organisation, value clarifying would be the main

62
objective. This casing together of various points of view would have the
one goal of providing feedback to the school as to concerns and areas of
misuuierstaniing.

On the other hard, if organisational arrangements become too highly
structured, too formalised, too power conscious, etc., it would be unwise
for the curriculum change agent to function under these conditions. For
example, various interests and power groups within the school-conunity di-
mension must see the change agent as being an individual who can be trusted.
Part of this trust consists of the degree of freedma the individual is per-
ceived as having. If he is seen as not being allied with a certain group,
he can be more effective. Only through a non-threatening, freedom of move-
ment status will the role function adequately for the value clarifying ob-
jective. If an organisation interferes with the long term objectives, then
the very objectives of cmnication and inter-co-unity feedback would be

lost.

Forces of Conflict: Material for Curriculum Develomnt

DIAGRAH D suggests that there are forces at work in the world which can
tend to pull the cmity and the school apart as far as urderstamiing the
values of others, the objectives of the institutions, etc. These very forces
can becue the building blocks of curricula). The curriculum change agent,
as characterised by this study, can use these forces in moving the school
toward curriculum improvement. Pressure groups: the knowledge explosion:
local, state and national power structures: new perceptions and understanding:
art: education, in general: time: politics, etc. all tend to create heterophily
gaps between the co-unity and the schools.

The schools can perceive as one of their major goals the education of
the young (and the old) for more human understanding. These forces which can

63
divide groups can be the very foundation on which curriculum development
can take place. Furthermore, a curriculum change agent who is in the bus-
iness to create sincere, fundamental curriculum changes will have to deal
with these forces: because these forces are also basic to value clarifica-
tion.

It is, perhaps, impossible to deal with a cause-effect relationship as
that of the change agent's efforts and the resulting changes. However, one
can assume that the type of interaction discussed will produce changes hope-
fully for the better. If we consider ”self-awareness” as a desirable goal,
then we can conclude that change which perhaps motivates this is a justified
end. Whether question asking and alternative proposing creates this change
can be questioned.

What is being suggested, therefore, is that curriculum.improvement is
a human process, not a paper and pencil process. Real progress has he be
predicated on the extent that individuals are capable of controlling forces
'which can create value conflicts. The process of understanding each other
-~whether it be between students, faculty, and the community--is the foun-
dation on which curriculum is made .

In summary, this chapter has attempted to suggest several aspects of
the emerging or new role of what is being called the K-12 curriculum change
agent.

First, the role is one small aspect of a larger context of education
and curriculum development. No one person or group of people can assume
responsibility of curriculum development. Curriculum development of the
future will have to be extremely allied to our purist concepts of democra-
cy. The curriculum change agent role, therefore, is a small part of a large

effort:'but it is a role that has not been filled in the past. It is a role

6h
that is oriented to the most basic fundamental of curriculum improvement
--that basis being values.

This chapter has also suggested that the role is one based on func-
tional change rather than on structural change. The value clarifying role
does not require structural changes. The role is viewed as one based on
question asking and alternative proposing as opposed to one based on.de-
cision making.

There are two areas or circles of operation in which the major function
of the curriculum change agent is centered. These are the school and the
community (or district).

The forces which create the value conflicts, both within the schools
and the community, and between the two, can.be the material out of which

the curriculum can.develop.

Introduction of the Role

How does the role of the K-12 curriculum change agent as discussed in
this study become operational? How do various established power and inter-
ests groups reach a point where such a role becomes a desired and suitable
function of the school as it relates to the community? A.question of the
awareness of the need for such a role becomes extremely important. Where
does such a role find fertile ground, and who should be the innovator and
instigator of the role?

The legal agency for promoting and initiating the role of a curricu-
_lum change agent perhaps should be the public school boards of education.
From a strictly formalised perspective, the board can create such a posi-
tion. However, whether freedom.and other important considerations would
be maintained is questionable. The ability of this agency to view a need

for such a role becomes another aspect of the question.

65

Tbre are two approaches which can take place in the initiation of the
change agent's role when viewed as the responsibility of the board of educa-
tion. The first approach is the result of a social situation. Crisis situ-
ations can be the motivation of changes. If social circumstances dictate to
the schools through the boards of education, than in reality the schools be-
come manipulated by external change agents. Of course, social factors will
always dictate through various means policy and institutional changes. How-
ever, the point is that groups of individuals can use sense data at a point
in time which can provide direction for leadership in changes. The question
remains, ho‘tewer, as to whether boards of education can assert leadership in
making administrative changes without waiting for crisis situations to dic-
tate the changes. It is questionable that this agency can bring about pre-
abortive change because of the nature of the structure of most public school
boards of education.

More than likely the introduction of such a role, as discussed in this
stm, must come as a result of activities by individuals or groups in mar-
ginal areas of the existing cm-unity power structures. The role can still
be viewed by such irliividuals or groups as functional change from the tra-
ditional role of the curriculum director. The initiation of such a role,
for example, could cue fro: a faculty-student coalition. A minority group
fru the community could organise and exert pressure to create a change agent
role. The ultimate consideration of such a role for curriculum change, both
within the school and within the cmnity, must come about by comitments by
both the cumunity and the board of education if the individual functioning
in the role is to have the freedom necessary to help bring about change.

Local education associations must play an important role in providing a

66
confluent to the change agent's role. Perhaps, the rightful catalyst for
the role must case from the local educational association. However, the
individual in the role must not be an aim of the association, or any other
group. The role must have the support of mm groups, but not be owned by
am' one group. Too mam self-interests and power variables would prevent
the individual as a curriculum change agent from truly functioning as a
question asker and an alternative proposer.

The results can provide the data for the various groups, associations,
institutions, etc. to cooperate and change accordingly.

Several steps appear to be necessary if the introduction of such a role
is to take place, either frms external pressure or from ”self-awareness" by
school officials. First, the innovation must be fostered by one group or
association. There must be some awareness that a role problem exists. The
advantage of making a functional change in the role of the x-12 curricula
change agent must be seen by the agency responsible for making administrative
and personnel changes. The advantage must be viewed also by related agencies
and institutions within the greater context of the cusunity.

It must be remembered that the key to the introduction of the K-12 cur-
riculm change agent's role is based on a non-threatening functional change.
It must be pointed out that the situation in the school-comunity dimension
could becae one of extreme threat to existing power and interests groups.
When iniividuals are placed in a situation where a re-examination of values
and beliefs takes place, social and status categories and structures used
to order social contexts can be seen in very different perspectives. When
this happens, dissatisfaction with existing structures and social situations
may result. The threat of this change agent role is very real. It is an

extruely important consideration to question whether it is ever possible

67

for such a role to exist by a substantial comitment of the powers of the
establishment. It is entirely possible that the school could maintain
supervisory control over the individual filling the role, allow adequate
freedom for the individual to cperate, and still not have formal support
of existing community interests and power groups. Because of the non-de-
cision.making orientation, the low keyed value clarifying function, the
role does not have to be placed in a threatening position. Of course, the
uniqueness of the personality of the individual becomes an extremely im-

portant factor for not only the introduction but maintenance of the role.

CHAPTER IV
THE ASSUMPTIONS (F THE STUDY

There are a number of basic assumptions one must consider in under-
standing the role of a curriculum change agent oriented toward value clar-
ification. These assumptions form the very heart and central core of the
role. An evaluation of the merits of such a position in the public schools
would suggest a close look at these assumptions.

I. Thrqggh 3 process of value clggification--a4prccess whgreby the
individual is helped to order his value system, to see inconsistencies, to

 

 

see consistepgies, to look at alternatives, and toggsk qpestipns concerning
present pgactices, either gggindividggls or as groups--curr;gulum improve-
ment can omergg.

A. The concept of curriculum in this study has suggested that it is
all the experiences which are offered to learners under the asu-
pices or direction of the school. What is suggested by the as-
sumption is that through a value-oriented role the K-12 curricu-
lum change agent can help improve the experiences offered to the
students. The implication is that the concept of improvement re-
fers to the situation where the individual becomes more indepen-
dent in his choice of experiences and more responsible for his
own education. Curriculum improvement refers to the idea of
”turning over” the responsibility to the learner. A dynamic

relationship is implied. Curriculum improvement is not only

68

69
an offering by an institution but also curriculum must consider
the decoder's point of reference. That is, the individual in-
vested with the title of ”student" becomes an integral element
in the dynamic process called curriculum developnent. Only to
the extent that one is willing to understand the complexity of
the competing forces of perceptual selectivity and perceptual
decategorisation can an honest understanding of the term cur-
riculum improvement be developed. When it is suggested that the
school offers and directs the experiences of the learner, one
must consider this--the symbolic mode1--as 9_n_ly a process of or-
dering and categorising so that a starting point of communication
can take place. ‘

B. The assumption mentioned above considering the value of a role
based on inter-reflection by the members of an institution called
school must ally the concept of process being dynamic actions,
wlmre infinite number of variables entering into interactions be-
come the central aspect of curriculum improvement. To the extent
that the assmnption can help order institutional changes and prac-
tices by all members toward a "soli " base of acceptable objec-
tives, to this extent of agreement on the ”good”, with the great-
est ”growth" for the members, then the assumption that value clar-
ifying is related to curriculum improvement has implied merit.
Harris points out, for example, that instructional change and im-
provement in the school setting is inevitably a change in people.53

Hills' studies substantiate the concept that a greater consciousness

 

53Harris, "Strategies for Curriculum Change: Promising Ideas and Perplex-
ing Problems,” pp. 35-95.

70

will have to be directed at values, and emerging values, if one
is to bring about curriculum improvement.5u

C. The concept of evaluation must be considered an important element
in the assumption that a relationship exists between value clari-
fying all! curriculum improvement. That is, whether it is possible
to evolve a normative judpent as to what curriculum improvement
looks like ”along the way". Also, that one is able to smehow tie
together the cause-effect relationship of value clarification from
a personal point of view and that of a social value systms working
toward the ”good life” . When evaluating or attempting to evaluate
a process such as value clarifying, it some important that one can
identify cause-effect variables. This study suggests that it is
possible to evaluate a relatively close relationship between the
functions of the role and curriculum improvement. Clayton's dis-
cussion of one approach to a value methodology has some merit .
His approach is based on normative valuing. It involves a judg-
ment open to others, if agreement can be reached on the criterion.55

Pepper refers to the evaluation process as one based on norms .56

II. There is a relationship between Question asgfl - alternative

EopgsLng and the access of value clarification. This study suggests that
when there is interpersonal communication and when members provide feedback

then a re-examination of priorities and beliefs takes place. The process
of question asking arxl alternative proposing as opposed to decision making

assumes that there is a rearrangement of perceptual categories, that

 

“Hills, "Social Class and Educational Views," 2.
55Clayton, ”Education and Sale Moves,” 202.
56Pepper, ”Evaluation and Discourse,” p. 93.

71
different relationships do indeed take place, and the individuals, there-
fore, are more clearly able to conceptualise a personal value system.

The studies of Harmin, Raths, and Simon have implied that question
asking and alternative proposing is related to value clarifying.57 Klevan
also concludes that a relationship appears to exist between thinking, pur-
posefulness, and hmsan relations.58

A. The implication that a one-to-one relationship can and does exist
in this role between an encoder and a decoder is a questionable
assumption even as it relates to model building. To suggest that
a technique or process of question asking and alternative propos-
ing can work without realistically looking at mamr salient vari-
ables entering a dynamic interaction would be an enormous over-
simplification. What is being suggested is that when the ideal
of question asking an! alternative proposing is posed as the role
obligation of the K-12 curriculum change agent, it suggests that
this process be a directioml procedure and an organizing tech-
nique in helping lead the participants toward something called
self-examination.

III. The gchool-cuunity dimension is viewed as the ideal dimension
in which #393: curriculum c ent o ates.

A. First, this dimension is not always structured in such a simple
fashion. Harv big cities are far from the process of decentral-
isation. Tb existing situation in many big cities prevents a
realistic role of individual interaction except on the most for-

mal level and mostly at a level which would appear to be nothing

 

57mm Baths, and Simon, Values and Teachipg.
58Klevan, "An Investigation of a Hethodology.”

72
more than a public relations job. The size of the community-
schocl dimension becomes an important factor in the role de-
veloped in this study to the extent that large numbers present
unique problems. This problem is discussed by Gittell and
Hevesi. They discuss this size problem as one of the basic
reasons behind the reform movement by some who would want a
complete restructuring of the district and the power.59 Klohr
also points to the school-community dimension as the emerging
frame of reference. He says that the drive is toward a greater
and greater degree of participation by faculty and community
structures.60

B. However, the role should be seen as one which is conceptualised
as catalyst. The role of value clarifying should be an important
aspect of the teacher's role as a leader in the classroom. Also,
inter-agency and inter-institutional cooperation within the come
munity is viewed as a legitimate dimension for value clarifying
to take place.

C. Another consideration in the assumption of the school-community
dimension is that people operate in this context relatively free
from ”outside" distractions. Of-course, this implication is un-
realistic. The assumption is made that the curriculum change
agent can function as a value clarifier within the context of
this dimension, even though this school-community dimension is
part of even greater and greater influential dimensions, and, at
the same time be an important force in helping the individuals

 

59Gittell and Hevesi, 1;; Politics of Urban Education, pp. 1-5.
6°Klohr, ”Curriculum Workers,” 323-3».

73
order the mass of imposing data constantly entering from the so-
called ”outside". As a matter of importance, the role becomes
important to the extent that members are helped to order tremen-
dous changes and impositions through a clearer understanding of
a personal value system. Fundamental to this role is the assump-
tion that the dimension of the school-community is the proper ori-
entation of the K-12 curriculum change agent. Closely related to
this assumption is the idea of an expanded concept of curriculum
specifically and education in general.

D. The question in this asstmiption must center itself around the no-
tion that the change agent in the public schools must work beyond
the institutional limits imposed by the "schools". This appears
especially true during a time when the very concept of education
is being challengednchallenged from the perspective of the insti-
tutional school providing the total education. This is one of the
major theses in the writings of McLuhan.61 Weingarten questions
the extent to which we can continue to believe that the public
schools can survive the institutional role traditionally filled.62
Henry and Goodman, the so-called "paranoidic writers" have crit-
cized the public schools as institutions no longer functioning
for the good of human beings.630 6’" The assumption of this study
is that the concept of education has always gone beyond the in-
stitutional school walls but that the school people have never

 

61McLuhan, Medium is the Messge.

62Weingarten, “Cauunication, Education, and Change."

63Henry, Culture gainst m.
6"Goodman, Like a Cogguered Province.

E.

74
adequately tapped other sources of curriculum. That is, the
school has not provided the community with curriculum leader-
ship which "roamed beyond" the school institution, and which
was oriented toward helping the community coordinate its efforts
with those of the schools. Curriculum directors have been for
the most part administrative oriented. Most contact has been
with other school administrators. The superintendents of public
schools for the most part have played the role of public rela-
tions men. However, little has been done in coordinating school
objectives with those of other community agencies.
Part of the basic assumption is that curriculum decision making
of the near future will be predicated on the school-community
level. Future changes in education programs, procedures, teaching
practices, hiring of professional staff, etc. appear to be ap-
proaching the schools. Coalition of interests groups is implied
in this asstmption. This could take the form of economic power
groups, religious groups, etc. Among such groups there will,
more than likely, be extensive interest overlap. This study as—
sumes that the curriculum change agent's job will be in.he1ping
the school relinquish traditional conceptual frameworks and prac-
tices. The role of the school will be more oriented toward co-
ordination in an attempt to broaden the educational concept. The
K-12 curriculum change agent's role will be of extreme importance
in helping the varying range of interests within.the community
find a commonality of values and objectives.

75
IV. The role will be allowed to function with the blessings of various

interests;§§d_power groups both within the school and within the community.
It should be pointed out that it is, perhaps, extremely questionable to be-
lieve that various groups and organizations will endorse such a role if any
threat is seen to existing structures; unless, of course, the group or or-
ganization is seeking more power by changing the existing status quo-es-
pecially when these various groups are organized originally, either formally
or informally, for the preservation of power or for the acquisition of new
power. One group, of course, is the school administrators. Dahl points
out that to succeed in his new career the school administrator must obey
the commandment of not alienating groups within the school.65 Callahan
supports the idea of the weakness of school administrators.66 Gittell and
Hevesi point out that the concept of ”professionalism" has developed a
strong foothold in the policy process in education and that the bureauc-
racy jealously guards the power it has developed.67 These authors, along
with many others, lend some doubt as to whether such a role can exist.

This study assumes that this role can exist in this context of the market
place of various power groups and, not only exist, but help these various
competing groups more clearly see common goals and objectives. A degree

of self-awareness of needed refonm and change must be considered. That is,
either the social situation will dictate the change when the situation'be-
comes intolerable or ”outdated" conceptual structures must be changed in
positive change techniques. Most of the unpublished dissertations reported
in the review of literature support the conclusion that the traditional

 

65mm. Who Governs?, pp. 150—53.
66Callahan, Education and Efficienc , Preface.
67(i'ittell and Hevesi, The Politics of urban Education, pp. 1-5.

 

76

role has not served the curriculum improvement concept as discussed in this
study. Also, the writings of Klohr, Eash, and Harris lead one to conclude
that a new role must emerge if the situation in the public schools is to be
improved.689 69- 70 This. of course, does not answer the question origi-
nally woposed—whether the role will be allowed to exist. This can only
be answered when it is taken out of the theoretical and placed into prac-
tice-

A. The study of a curriculum change agent's role does assume that
the schools will maintain the dimension to curriculum construction
which ultimately involves decision making. There, of course, may
he mam? changes in sight for the concept of "decision making" in
terms of the participants in the process. However, the decision
making may continue to function at the paper and pencil level.
Therefore, this study sees the curriculum construction process as
a two-level process--one the professional, formal level involving
decision making and a second level of informal actions, whereby an
irxiividual called a K-lZ curricula change agent helps various
irmlividuals from within the school and within the community under-
stand the values basic to curriculum improvement.

V. What does the K-lZ curriculum change agent assume to clarify when

he operates within the context suggested in this study? Es study conte:n_d_§

that one 152 to evaluate the role is to conceptualize the valflg access as

one where the c_h_a_ngg aggnt looks at claims to the worth of an ob jec . Tillich
underscores this concept by saying that it is impossible to escape the

 

 

“new, ”Curriculum Workers,” 323-2!»
69Eash, ”Supervisors,” 73.
7°Harris, "Strategies for Curriculum Change,” pp. 35-95.

77
conclusion that a theory of values cannot be more than a theory of valu-
ation.71 That is, if values are evolved by the claims that individuals
hold for objects or goals or actions, etc., then the change agent's actions
can be directed toward clarifying the claims. The assmnption is, therefore,
made that claims reflect values but the claims are the only empirically es-
tablished data available to the K-12 curriculum change agent.

A. Inconsistencies of claims within individuals, within groups, and
within the school-community concept becane the target area for
the functions of the value clarifying role of the K-12 curricu-
lma change agent.

VI. e o w ch tr cend t variable of ue
rso ties therefore be c rational b various actitioners. The
role will fit various personalities and still remain a functional model. Of

course, models change by the practitioner. This cannot be helped entirely
or is it desirable that a model role remain static. Klohr states that in
discussing a role model a question must be answered as to how better to de-
velop roles which will help the schools become humanizing institutions. How
can we create authentic, human roles for individuals as we continue to ”pro-
fessionalize” their involvement?"2 This study assumes, however, that a role
can be structured in such a way that the individual playing such a role can
asst-e the structure and by this role order the experiences needed to reach
desired outcmnes. A question to consider is that of whether my model, es-
pecially one structured around a role, can serve a real purpose in the pub-
lic schools; or whether the idea of a model will, in reality, distort human

 

71Tillich, ”Is a Science of Hman Values Possible7", p. 191.’
72K10hr, ”Curriculum Workers,” 323-25.

78
relations. It is asslmed that the model of a role will not distort and
impose on the iniividual a structure which would be no better than a
traditional perspective.

The problem of imposition of the change agent's point of view on the
individuals involved in ”claims" clarifying becomes a relevant considera-
tion. Although the dangers of imposition always exist in any communication .
process, even in question asking and alternative proposing situations and,
perhaps, is never fully overcome, this study implies that the change agent's
role must be one of ”openness” to actions and experiences. This openness
to new experiences is the key to helping the change agent from falling into
the trap of imposition.

VII. The fggces gt work in the world such gs the knowledge gyglogion,
industrial technology, starvationjjerceptual changes. alienation, science,
etc, are asgggd to be legitimgte gas}; for curriculum constructign. These
forces which impinge on the individual carry the greatest impact and con-
cern. If we assmue that man is dramatically involved in adjusting to his
environment and adjusting his environnent to himself, then it can be as-
sumed that furxiamental to curriculum is the concept of the individual as
a member of society, coping with these forces. The K-lZ curriculum change
agent acts as a real agent when he helps members of the school-community
dimension see more clearly the relationships of claims and values and be-
liefs and these environmental forces.

VIII. T2 need for a K-lZ curriculm cha_ngg aggnt fM the role dis-
cussed by this study is also based on the assmtion that the world of to-

 

 

g! and in the future will become even more cmnplex, even more relaitive,
and even more crisis oriented. The question can be asked whether the in-

dividual can any longer build a perception and rational process with the

79

building blocks of ”absolutes". A rigid adherence to the past and to ab-

solutes as answers to the questions of the future might be viewed as a pre-

view to alienation and distortion.

A.

The foundation to curriculum improvement at the dimension suggested
in this study, school-community, as it relates to the role of one
individual, is predicated on the assumption that curriculum im-
provement will mean providing experiences on an individual level
and on a level which penmits the individual the greatest mmount of
freedom to remain open to new experiences. To this extent the
curriculum change agent is a person who helps destroy hardened
categories and perceptions without imposing an external authority

of his own.

CHAPTER V

SUMMARY. CONCLUSIONS, AND REWTIOHS

Summarygof the Study
This study defines a new role for the curriculum developer in the K-12
public school system. This role is called the K-12 curriculum change agent.
The main function of this role is that of question asking and alternative
proposing. The orientation of this role is the antithesis of the traditional
role of the curriculum director-~the traditional role being one oriented
toward decision.making. The long range objective for the focus of this

change agent role is that of helping individuals and groups to better under-

stand personal value systems.

Summary of the Review of the Literature
The review of the literature for this study is in three general areas:
(1) values, (2) traditional and emerging roles of curriculum.directors, and
(3) power structures and the schools.
I. The following are generalizations derived from the literature in
the area of values.
.A. There is little consensus as to the meaning of the term.”values".
Few writers agree on an appropriate definition.
B. Value theories are generally developed from the point of view of
norms.
C. Values and value clarification is seen as a process and, therefore,
is described in methodology which helps individuals better under-
stand a personal value system.

80

II.

81

The second major area for the review of the literature is in tra-

ditional and emerging roles of the curriculum director. A summary follows

of basic conclusions.

A.

B.

C.

D.

E.

F.

G.

H.

I.

III.

The director of instruction is not only perceived as an adminis-
trator, but in actual practice functions as one and assumes ad-
ministrative lineage.

Many curriculum decisions are unilateral decisions.

Very little contact is made by the curriculum director or our-
riculum supervisor with the classroom teacher.

The curriculum director sees himself as an administrator - de-
cision maker.

The role is in an emerging state.

The role will vary from district to district as to its major
functions.

Teachers, generally, see the traditional role as ineffective in
bringing about change.

Graduate education for the curriculum director has been mostly
in the area of administration, not curriculum development.

The emerging role of the curriculum person is generally viewed
as one developed around the change agent concept.

The final consideration in the review of the literature is in the

area of power structures and the curriculum change agent.

A.

There are several ways of defining the concept of ”power". It
has been seen as the acts of men going about the business of
moving other’men to act in relation to themselves. Others see
power in an educational context as simply the capacity to in-
fluence the behaviors of others. Some see the concept of power

only in relationship to the larger framework of institutional

82
power; and, therefore, power results from one's ability to manip-
ulate the larger system.

B. ‘Within the context of the community power structures, the school
administrator must obey certain codes. He is faced with playing
the game to the established roles in order to get the resources
to operate his institutions and, at the same time, he must oppose
outside interference if he is to maintain his professional stand-
ing. The conflict results when he tries to reconcile these two.
The central administrator of the school system is ever dependent
on an increasing professional bureaucracy at central headquarters.

C. The literature reveals that one of the most explosive issues in
the realm of local power structure, as it relates to the school,
is that of calunity control, especially in inner city systems.
The goal of most reformers is a complete redistribution of power.

The concern for this study is to look at the relationship of the indi-

vidual designated as a curriculum change agent and the ideas of community
control, power structures, and school bureaucracy}

The review of the literature in the above areas was to place the cur-

riculum change agent role in the context of the school-community dimension.

The K-lZ Curriculum Chgnge Agent Role
I. The role of the K-12 curriculum change agent is discussed as one
involving a functional change. The new role is viewed as one involving
minor changes in existing school administration. The kind of alteration
needed for this value-oriented role is one which allows a great deal of
freedom for the individual filling the role. A functional change is dis-
cussed as changes in relationships between people as opposed to structural

changes which involve a reordering of not only relationships but also power

83

structure alignments.

A.

B.

D.

There are several reasons for developing the role of the cur-
riculum change agent as one based on a functional change. The
nature of the role is one of value clarifying. This requires
only functional changes. Also, the role is not based on decis-
ion making. Removed from the role as a decision.maker within

the existing structure, a major objective can be achieved. The
objective of reducing the outward threat of the individual role
provides the opportunity to ask questions and to propose altern-
atives.

The role as discussed in this study is developed around the idea
that curriculum improvement will not take place significantly un-
less the very foundation of curriculum is changed--that founda-
tion.being the understanding of values and attitudes by the indi-
viduals involved in education.

The activities of the curriculum change agent are based in two

centers--the school and the community. The objective is to bring

, these two centers or dimensions together. The long range goal is

to help reduce value conflicts through the orientation of the

change agent toward value clarification. The area of the school-
cmunity dimension is presented as the ideal type. The school's
role is seen as one of leadership in helping other institutions
cooperate toward mutual objectives.

One view of curriculum development is seen as the curriculum change
agent helping the schools to use the very forces creating value con-
flicts as the proper subject matter for curriculum improvement.
Pressure groups, knowledge explosion, local, state, and national

E.

I.

Bu
power structures, new perceptions, politics, etc. can be used as
the building blocks for curriculum. Therefore, the very forces
creating value conflricts can be the very forces for understanding.
The initiation of the role is discussed as the rightful responsi-
bility of the boards of education. However, social forces can be
an'l are, in many cases, the initiating force for change. Marginal

groups and individuals can be a force for introducing curriculum

changes through role changes.

Sm of the Assumptions of the Study
There are a number of basic assumptions discussed. These assump-

 

tions form the foundation of the K-lZ curriculum change agent's role.

A.

B.

C.

D.

E.

F.

G.

Through a process of value clarification, curriculum improvement
will take place.

There is a relationship between question asking - alternative
proposing and value clarification.

The school-community dimension in which the change agent is viewed
as operating poses social problems. Fundamental to this role is
the assumption that the dimension of the school-community is the
proper orientation of the K-12 curriculum change agent .

Curriculun decision making in the near future will be predicated
on the school-commnity level.

The role will be allowed to function with the blessings of various
interests and power groups both within the school and within the
cammnity.

The schools will maintain the dimension to curriculum construction
which ultimately involves decision making.

A role can be developed which transcenis the variable of unique per-

sonalities .

H.

I.

I.

85
Forces at work in the world such as the knowledge explosion, in-
dustrial technology, starvation, perceptual changes, etc. are
assmed to be legitinmte basis for curriculum construction.
The world of today, and in the future, will be even more complex,

more relative, and more crisis oriented.

Conclusions of the Study

The purpose of this study was to investigate the literature to look

at the question of values, to find clues for the emerging role of the curric-

ulum: person, and to urderstand the concept of community power structm'es. It

was hoped that from this study of the literature that a K-lZ curriculum change

agent could be developed conceptually and theoretically. Therefore, the con-

clusions must be viewed in the context of the conceptual and theoretical model

of this role.

A.

B.

Curriculum developnent must start at the individual level. Values
and ccmitments need to be examined by sincere interaction among
teachers, pupils, administrators, and the community. Curriculum
improvement means attitude improvement. Teachers, administrators,
students and community members all play an important part when

the term curriculum improvement is used to mean individual im-
provement.

The emerging role of the K-12 curriculum change agent must be ori-
ented toward helping individuals better understand their individual
value system. When individuals better understarxi their value system,
relationship with others, with differing points of view, can lead
toward a more democratic and wholesome growth in providing experi-
ences in the public schools.

C.

D.

E.

F.

86
A commitment is needed by the leaders in the school-community di-
mension to provide the freedom for an individual to function in
the role described in this study. Without this freedom, the per-
son functioning in this role will alienate himself fran individ-
uals and groups of various interests. This alienation would de-
feat the very purpose of‘ the role--to interact with individuals
for value clarification.
The concept of education must be broadened to include many aspects.
The school can no longer assume that the school institution is an
absolute, necessary institution. This means that the school must
change to a new posture. The school must assume greater coordi-
nating responsibilities with other agencies an! institutions.
The curriculum change agent can be significant to the extent that
he interacts with various agencies related to the educational en-
terprise. The feedback role of the change agent becmles extremely
important.
The proper dimension in which the change agent must operate is that
of the school-commity. This dimension provides the right size
and area of educational influence in which the curriculum change
agent's value-oriented role can best operate.
The role as defined in this study is realistic from the curriculum
improvement point of view, the social situation point of view, and
frm the point of view of existing ccmunity power structures.
The reason the role is acceptable is that so far as its long range
goals may be a restructuring of curriculum-which may mean a re-
structuring of social institutions--the role does not threaten

existing structures in a short range dimension; the role implies

G.

H.

I.

87
that curriculum change (social change?) to be effective means
changing imlividuals. Through the process of helping individuals
by interaction, the change agent can clarify his own value system.
The change agent must be open to new personal experiences and in-
volvement. A dynamic relationship is the most productive for the
change agent in helping others and helping h_i_.m_§_e_1f_. The role,
therefore, implies that time is needed. This concept is tenable
within existing social structures.
The long range goal of curriculum improvement must mean restruc-
turing social institutions. This restructuring must be a con-
stant modifying process through the process of self-understanding
and individual growth. The school can be a leader in this modify-
ing process if the school is willing to asstuae a new dimension in
relation to a broader concept of education. This requires that
other agencies are involved, other institutions comitthemselves
to working closely with the schools, and that all interests groups
share in philosophical considerations of curriculum.
Curriculum improvement means three levels of improvement as seen
in this stucbr and three levels of curriculum-«ll interrelated.
First, is the existential concept of curriculum-mun individual.
Second, is the school structured concept of curriculum: and third,
and the dimension for this study, is the comunity. These levels
provide the greatest and, perhaps, maximum dimension from which
the school, through a curriculum change agent, can successfully
function.
The curriculum change agent's preparation must be oriented toward

different goals than have been set in the past. First, he must

I.
A.

B.

88
place his own value system in the interaction process for clari-
fioation. He must see his relationships as a two-way street. An
attitude of openness can help bring an atmosphere of sincerity
and respect to the communication context. The curriculum change
agent, therefore, must be placed in real situations where be M
and receives £12 in the value clarifying processes. The curricu-
11- change agent does not have to be subject matter oriented or
administrative oriented only. He also must be process am! philo-
sophically oriented. He must be astute in seeing relationships
and emerging patterns in the curriculum and how the individuals,

in school and out, relate to these perceptions.

Recanendations for Future Conceptual and Expirical Studies

Conceptual considerations .

The concept of ”education" needs to be more closely re-examined as
it relates to the school's leadership role in "tapping" other areas
providing educational experiences. Perhaps, this re-examination
will provide greater insight to the related concept of democracy.
A greater understanding of the intra-relationship of various agen-
cies an! institutions within a district or coununity must take

place. The school's role, and emcflz the K-12 curriculm
cm mnt's role, needs to be even more specifically outlined
in philosophical and theoretical toms than was attempted in this
study.

The concept of curriculum needs to be broadened and philosophically
supported in order to move toward a broadened concept of education.

89
C. It appears that a redefinition of tpg:goncept respgngipility_for
curriculum specifically and education generally must be considered.
This is closely related to the above concepts. If, for example, a
new understanding of cooperation emerges as it relates to education,
a broadened base of responsibility should follow.

D. The role of the teacher as a value clarifier, not only for students
but plso the community, needs to be studied. Subject matter as a
means to a value clarifying curriculum needs to be philosophically
understood.

Generally, the K-12 curriculum change agent role is one small, but imp
portant, aspect of a total picture. The role becomes operational to the ex-
tent that individuals become committed to new ways of looking at education
as it fits into the fabric of existing social patterns. To the extent that
members of the community or district become gapEQDand sensitive to the many
imposing educational experiences that the child meets, to this extent of
awareness can shared decision making and educational objectives be developed.

The valueI then, of a curriculum chppge agent can be realized in helpipg to
provide the necessggz feedback to decoders £59 encoders in the community.

 

At the level of value clarification a great opportunity for sincere and hon-
est communication can find fertile ground and be a necessary element in help-
ing keep the atmosphere of openness and cooperation among various groups and
individuals at a high level.

II. Implications of this study for future empirical studies. The con-
cepts discussed above lay the foundation for future empirical studies. The
following are suggested areas which can be legitimately researched by empir-
ical epistemologies.

A.

B.

90

Rogers et al have done a great deal of research in the area of

diffusion of innovations. To a great extent curriculum devel-

opment by value clarification techniques depends on diffusion

of innovations techniques. The principles of hmnophily, he-

terophily, and empatlv, as they relate to the change agent and

client, all are important principles to the curriculum change

agent. Also, the change agent role in education is an innova-

tion in may ways as this study has attempted to demonstrate.

Therefore, it would seem appropriate that future research in

change agent roles in education focus on the following.

1.

Research which can -help in developing strategies for indi-
viduals in a role which is oriented toward value clarifica-
tion. To what extent is this role similar to change agents
in other fields who attempt to diffuse innovations in so-
ciety? What is the best means to arrive at a unit of measure-
ment for evaluating the effectiveness of a curriculum change
agent? How do you handle the problmn of measuring value clar-

ification assuming one can arrive at an operational meaning?

The concept of intra-agency and institutional cooperation in a

broadened definition of curriculum and education suggests several

possible empirical studies.

1.

Providing individual and group feedback by the curriculum
change agent within the community presents several problems.
What appears to be the best cmmnunication channels when cm
is faced with value clarifying and intra-group feedback?
Can interposed and mass comuunication be structured in ways
which help W clarify their values?

91
2. Studies are needed which would help reveal the extent to which
various agencies and institutions within a community are du-

plicating services as they relate to the school's educational

enterprise.

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