The purpose of this study is four-fold: (1) to present through an analysis of life needs the nature and source of a curriculum best adapted to democracy; (2) to present fairly some of the reasons why a curriculum must be founded on democracy if democracy survives the dangerous forces that threaten to obliterate its very existence; (3) to make an unprejudiced analysis of the regular situation now existing in Oklahoma schools at the present time to find whether her schools are meeting this challenge to democracy; and (4) to offer from the comparison of the summaries of these data recommendations whereby all schools may have a curriculum "rooted in the life of its people"--a program that contributes to democracy and permanent national defense.
This investigation proposes to present a comparison of two compendiums of philosophy, and in the light of this comparison determine the prevailing types of educational philosophy and practice used in certain schools of southern Oklahoma.
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