Curriculum strategies for the mentally retarded

an argument in three parts

J. F. Winschel, Gail L Ensher, B. Blatt

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

Teachers must be creators of learning environments, and the purpose of curriculum and method is not to tell the teacher and child what to do and how to do it, but rather to help them to establish an identification with their culture and a oneness with their lives. And as teaching is not telling, learning to teach is less the accumulation of techniques and more the enunciation of one's values and the enlargement of one's understanding. And if that's right for the teacher, it's right for the child. Teaching and learning are part of a continuous process that each person struggles through, the aim always being the comprehension of oneself in a larger context. Always, the core is to be, to know who one is and thus to stand for something.

Original languageEnglish (US)
Title of host publicationEducation and the Training of the Mentally Retarded
Pages26-31
Number of pages6
Volume12
Edition1
StatePublished - 1977

Fingerprint

Mentally Disabled Persons
Curriculum
Learning
Teaching

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Winschel, J. F., Ensher, G. L., & Blatt, B. (1977). Curriculum strategies for the mentally retarded: an argument in three parts. In Education and the Training of the Mentally Retarded (1 ed., Vol. 12, pp. 26-31)

Curriculum strategies for the mentally retarded : an argument in three parts. / Winschel, J. F.; Ensher, Gail L; Blatt, B.

Education and the Training of the Mentally Retarded. Vol. 12 1. ed. 1977. p. 26-31.

Research output: Chapter in Book/Report/Conference proceedingChapter

Winschel, JF, Ensher, GL & Blatt, B 1977, Curriculum strategies for the mentally retarded: an argument in three parts. in Education and the Training of the Mentally Retarded. 1 edn, vol. 12, pp. 26-31.
Winschel JF, Ensher GL, Blatt B. Curriculum strategies for the mentally retarded: an argument in three parts. In Education and the Training of the Mentally Retarded. 1 ed. Vol. 12. 1977. p. 26-31
Winschel, J. F. ; Ensher, Gail L ; Blatt, B. / Curriculum strategies for the mentally retarded : an argument in three parts. Education and the Training of the Mentally Retarded. Vol. 12 1. ed. 1977. pp. 26-31
@inbook{eb8be51d8dc14d5eafcfaf164a40c973,
title = "Curriculum strategies for the mentally retarded: an argument in three parts",
abstract = "Teachers must be creators of learning environments, and the purpose of curriculum and method is not to tell the teacher and child what to do and how to do it, but rather to help them to establish an identification with their culture and a oneness with their lives. And as teaching is not telling, learning to teach is less the accumulation of techniques and more the enunciation of one's values and the enlargement of one's understanding. And if that's right for the teacher, it's right for the child. Teaching and learning are part of a continuous process that each person struggles through, the aim always being the comprehension of oneself in a larger context. Always, the core is to be, to know who one is and thus to stand for something.",
author = "Winschel, {J. F.} and Ensher, {Gail L} and B. Blatt",
year = "1977",
language = "English (US)",
volume = "12",
pages = "26--31",
booktitle = "Education and the Training of the Mentally Retarded",
edition = "1",

}

TY - CHAP

T1 - Curriculum strategies for the mentally retarded

T2 - an argument in three parts

AU - Winschel, J. F.

AU - Ensher, Gail L

AU - Blatt, B.

PY - 1977

Y1 - 1977

N2 - Teachers must be creators of learning environments, and the purpose of curriculum and method is not to tell the teacher and child what to do and how to do it, but rather to help them to establish an identification with their culture and a oneness with their lives. And as teaching is not telling, learning to teach is less the accumulation of techniques and more the enunciation of one's values and the enlargement of one's understanding. And if that's right for the teacher, it's right for the child. Teaching and learning are part of a continuous process that each person struggles through, the aim always being the comprehension of oneself in a larger context. Always, the core is to be, to know who one is and thus to stand for something.

AB - Teachers must be creators of learning environments, and the purpose of curriculum and method is not to tell the teacher and child what to do and how to do it, but rather to help them to establish an identification with their culture and a oneness with their lives. And as teaching is not telling, learning to teach is less the accumulation of techniques and more the enunciation of one's values and the enlargement of one's understanding. And if that's right for the teacher, it's right for the child. Teaching and learning are part of a continuous process that each person struggles through, the aim always being the comprehension of oneself in a larger context. Always, the core is to be, to know who one is and thus to stand for something.

UR - http://www.scopus.com/inward/record.url?scp=0017338634&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0017338634&partnerID=8YFLogxK

M3 - Chapter

VL - 12

SP - 26

EP - 31

BT - Education and the Training of the Mentally Retarded

ER -