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When the Army Got Progressive: The Civil Affairs Training School at Stanford University, 1943–1945

Published online by Cambridge University Press:  20 January 2017

Benjamin Justice
Benjamin Justice*
Affiliation:
Graduate School of Education, New Brunswick, New Jersey
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Extract

They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take regular courses in the disciplines, they studied an integrated curriculum referred to as “Area Relationships.” Some faculty collaborated, team taught, and drew on students' prior knowledge. Even some administrators joined in the role-playing for the big culminating activity. The head of the program explained the reason for such a break from the traditional Stanford experience: “Special effort must be made to supply the student with points of view and methods of procedure which will enable him most quickly and most surely to survey a situation, analyze a problem, and formulate a solution.”

Type
Articles
Information
History of Education Quarterly , Volume 51 , Issue 3 , August 2011 , pp. 330 - 361
Copyright
Copyright © 2011 History of Education Society 

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