An analysis, in light of the two-cultures theory, of the theoretical culture of American public schools

The purpose of the study was to explicate, analyze, and evaluate. in light of the two-cultures theory, the metaphysical assumptions regarding the nature of humankind, which underlie the theoretical culture of American public schools. The author's thesis was that most professional people involved in the construction of public schooling become bearers of a conglomerate phenomenological and behavioristic theoretical culture and are unaware of the conflicting natures of the two positions.

The basic structure and form of the two-cultures theory was first Identified in the study. The extent and persistence of the conflict of the two cultures was emphasized. Two models of humankind, the behavioristic and the phenomenological models, were described, discussed, and linked to the two-cultures theory. The epistemologies of the two cultures were explored. Then the two-cultures theory was related to present psychological and educational theory.

Next the study used the procedures of content analysis to provide an empirical account and analysis of the two models of humankind as they appear in four national task force documents on the improvement and reform of American education. The topic of concern required group members to use language indicators reflecting a personal theoretical culture of education.

The results of the content analysis indicated that overall the theoretical culture of public education is more behavioristlcally oriented than it is phenomenologically oriented. Interestingly the behavioristic slant did not apply to the group of teachers. The document of the "Teachers" group reflected significantly greater philosophical disorganization.

In relation to the above results, the author discussed the teacher's inadequate professional philosophical education. A relationship was inferred between the teacher's experience of anxiety and of loss of meaning in her/his work and the philosophical disorganization disclosed in the study. In the following conclusions the author suggested an approach for contending with the philosophical dilemma: (1) to educate professionals about the two cultures, (2) to accept valid both models of humankind, and (3) to partition the educational situations to which each model applies via procedural author maintained that solutions to present educational problems must be founded on clear philosophical insight into the assumptions of the theoretical culture of education.