Glen G. Eye

As Far as Eye can See: Knowledge Abundance in an Environment of Scarcity

RECENT decades often have been characterized by he so-called knowledge explosion. We have gained in knowledge and we have used that knowledge to produce more knowledge. The gains in the amount of knowledge seemingly have been accompanied by a corresponding increase in ma terial things. Knowledge, as a commodity in this exacting world, seems inexhaustible. This stands in con tradiction to material which, as a commodity, is exhaustible. The tendency is to confuse the static and/or growth potential of knowledge and mate rial by unknowledgeably assuming that material is as inexhaustible as knowledge. The mind of man that could perform the miracles which we have seen in the past few decades now must put knowledge and material into a proper relation ship. The laws of material are quite different from the laws of learning. Material can be transformed from one state to another but the original state is diminished. The total stockpile of material re mains the same. The appearance of material abundance is the result of those with knowledge abundance failing to apply that knowledge to the stark reality that materials are exhaustible. Material can be stored for future use. When the storage facility is full, it has no capacity for multiplying its own abundance. The material in storage may be removed and used to develop other material. The new material may fill a new storage facility but the original facility is depleted in the process.

Yes, Virginia, There Will Always Be Administrators

School administrators and teachers recognize the pertinence of perceived, classroom enviroriiucui iui siuucm ucnaviui aim auncvc ment. To evaluate this environment, the Class Atmosphere Scale (CAS) assesses quantitatively the perceptions held by teacher and stu dents about their common class milieu. A sample of 30 classes (N=509) provides data to calculate percentile norms for each of the 12 CAS subscales. Further analysis suggests four discrete applications of subscale profiles. The CAS can be useful for future basic and applied research on classroom structure and behavior. TO EVALUATE the learning environment of the class room is vital. One promising approach is measurement of the atmosphere or perceived pyschosocial environment. (See the review of pertinent research by Randhawa and Fu (14).) An appropriate atmosphere scale would enable administrators and teachers to describe in environmental terms the pattern and impact of classroom interactions. Specifically, an objective typology could assess student classroom and teacher-classroom fit or mismatch and thus suggest necessary changes. Furthermore, objective norms could predict potential for progress in classroom learning. To quantify the environmental contributions by teacher and by students, and to provide feedback on changes in class atmosphere seem attainable goals. Classroom environments vary. Different subjects, teach ers, and students generate diverse social ecological milieus affecting classroom behavior. Analytically, settings may be compared on the basis of objective characteristics or in terms of perceptions held by participants. These two fac to s are not necessarily congruent. For example, a teacher may in fact be quite strict, though perceived by students as permissive. However, perception is the primary determinant of manifest classro m behavior (9). The Class Atmosphere Scale (CAS) (15) measures perceived environment in order to specify degree of consensus and, inferentially, the strength of behavioral press along several dimensions.2 The CAS discriminates statistically among teachers, subjects, and classes, as well s among classes conducted by the same teacher. In addition, this instrument is composed of sub scales that have adequate internal consistency, external validity, and profile stability. CAS subscales are identical to those of the Ward Atmo phere Scale (WAS) (10) and those This content downloaded from 157.55.39.235 on Fri, 07 Oct 2016 06:02:29 UTC All use subject to http://about.jstor.org/terms

Vacuum Cleaners vs. Air Conditioners

In this fourth address in the lecture series, Professor Glen G. Eye spoke to a joint meeting of the membership of the Madison Chap ters of Phi Delta Kappa, Delta Kappa Gamma, and Pi Lambda Theta. The Phi Chapter of Phi Delta Kappa presented him with their Dis tinguished Service Award in 1968. Professor Eye has long been a champion of equal rights. He has strongly urged women to become certified for administrative positions and to complete doctoral pro grams. It was especially appropriate that he was invited to address this group because it was the first year that women were admitted to membership in Phi Delta Kappa.

Chapter 1: What Speech Can Contribute to High School Education

A proper speech program in high school is designed to make all boys and ~A girls more effective when they talk. Its primary purpose, therefore, is not to turn out actors and actresses, platform readers, or public speakers; it is rather to help high-school students to participate in social and business conversation, to present skillfully their qualifications when applying for jobs, to speak effectively in buying and selling, to develop skill in reading for the information and pleasure of themselves and others, and to discuss intelligently vital community issues. This functional emphasis has always been the motivating factor in worthwhile speech training. Thousands of years before there was any English language, speech was considered an important educational discipline in the cultural centers of the world. In the 12th Egyptian dynasty (3000 B. C.)