A Critical Analysis of the Role of Speech in General Education Page: 5
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5
slow in realizing that making 3 living, getting along with
people, gaining knowledge that can be applied to life situa-
tions, and being creative with leisure time are all a part
of a process ever changing and reshaping.
Harvey 3 Peck, in writing on institutional economics,
says:
Institutions are often defined as widespread habits,
customs, or arrangements. * * * According to Davenport,
'Institutions are a working consensus of human thought
or habit, a generally established action.' These insti-
tutions are made by men or groups of men, and they can
be modified and transformed by human forethought and
purpose.2
Human thought activities are man's tool for change, and.
tain naturally affected by relation with omer nen, insti-
tutions, which are man's creation, are ever being modified
and/or wholly reconstructed. Educational theories and prac-
tices necessarily change, .ore changes are brought about
by trial-and-error, and others by natural change LO nt
grown needs. The traditionalists rationalize the "natural
change" as a part of their conception'of the "fundamentals**
They remain critical to planned experimentation because of a
"fundamental" lack of understanding of institutions and
human co^iol over the trends of change*
/ Aims of General Education
lencral education is, indeed, a very vague term and one
over which there might ot, much controversy. No doubt the
^Harvey W. Peck, Economic Thought and Its Institutional
Background, p. 291* '
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Hyder, Tom Bullock, b. 1907. A Critical Analysis of the Role of Speech in General Education, thesis, August 1941; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc70315/m1/8/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .