Abstract
THERE are to-day signs of intense activity on the whole educational front, and local advances are being planned and discussed and sometimes put into execution on many sectors. This movement is to be warmly welcomed, but it has in it certain dangers: of these the chief is that it is largely an unco-ordinated movement. This may be inevitable at the present stage of development, but it is a feature in the situation which should be brought to an end at the earliest possible moment. Until the campaign can be seen as a whole and a proper strategy worked out for carrying it to a successful conclusion, there is a grave risk of our frittering away our forces in tactical advances which are of no ultimate value, in concentrating our strength at one point and weakening it at another equally vital, and in occupying positions which are only tenable (and indeed only worth holding) if an advance is made along the whole line. It is to this advance of the whole line towards a comprehensive objective that we must devote our attention. Quo vadimus? In this article I shall endeavour to set up three direction posts and to indicate briefly to what they point. To drop the metaphor, I shall suggest three general principles which should guide our planning of post-war education, and apply them to certain practical problems.
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JACKS, M. EDUCATION AFTER THE WAR. Nature 150, 168–169 (1942). https://doi.org/10.1038/150168a0
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DOI: https://doi.org/10.1038/150168a0