IntroductionAuthor(s): H. H. RemmersSource: Review of Educational Research, Vol. 16, No. 1, Social Foundations of Education (Feb.,1946), p. 4Published by: American Educational Research AssociationStable URL: http://www.jstor.org/stable/1168814 .

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INTRODUCTION

IN ORGANIZING the content of this issue on the social foundations of edu- cation the Committee found no ready and well-established pattern to follow. The preceding cycles have differed from each other and from the

present one in significant ways. This is probably inevitable so long as the semantic referents of "social" and "foundations" are no better defined than

they are at present. Moreover, society is at present in flux to an extent

rarely if ever equaled in history. The ever accelerating technological revo- lution and the attendant social problems that beset us need no amplification here.

Our attempt has been to organize the content of this cycle in terms of current and long-time problems. Any possible organization would doubtless be found in this area to show at least some overlapping in the various

chapters. Chapter VI, "The Community and the School," for example, will also be touched upon in some of the problems discussed in Chapter III, "Problems of Intercultural Education" and in Chapter VII, "The Family, Education, and Child Adjustment." This overlapping is, indeed, an index of the interrelatedness of the problems.

Obviously there are areas that have been slighted or even entirely omitted which should have been included. The chairman at least can conceive of a

chapter devoted to materials drawn from cultural anthropology. A chapter on economic trends as related to education might well have been included.

Again, certain of the chapters will prove disappointing to those who look for a rich and matured "scientific" literature in the more rigorous sense of that term. Chapters II, III, and VIII ("Influence of Science and Technology on Education," "Problems of Intercultural Education," "Interrelations of Education and Democracy") are rather highly programmatic and show a dearth of scientific evidence bearing on the problems discussed in these

chapters. Nevertheless the Committee was convinced that these are areas that need to be kept before educators as areas which urgently require and would richly repay more systematic efforts at scientific exploration includ- ing particularly the experimental method.

It is with genuine gratification that I express my appreciation and my pleasure in working with those whose contributions made this issue possible.

H. H. REMMERS, Chairman Committee on Social Foundations of Education

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