메인 Journal of Education Book Review: Education and the Taming of PowerEducation and The Taming of Power. By HookSidney....
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74 BOSTON UNIVERSITY the field of environmental psychology. Tight Space is a brief but incisive work reflecting the human dimension of architectural consequence. Interesting and highly readable, the book is replete with references to other works that constitute a partial source of many of Sommer's opinions and conclusions. Written with enthusiasm and care, Tight Spaces should be considered a valuable contribution to the field on its own merits. The value of Sommer's latest work, however, is enhanced all the more because Tight Spaces should also be received as an essential complement to his earlier work, Personal Space. Perhaps the most potentially important and thought-provoking aspect of Sommer's newest work is his proposal of an "environmental bill of rights" for everyone victimized or affected by inhumane environments. In Sommer's view, the requisite for a humane environment should be considered a "right rather than a privilege. People should have the right to attractive and humane working conditions. Somehow the onus of the argument for a decent environment always falls upon the person who wants to improve things; the custodians and the rest of the grey wall crowd never have to defend drab and unresponsive buildings. This is a curious double standard" (p. 113) . Though only briefly mentioned, and not thoroughly discussed, the proposal of an environmental bill of rights deserves continued probing consideration by all of us. Education and The Taming of Power. By Sidney Hook. LaSalle, Illinois: Open Court Publishing Company, 310 pp. 1973. $8.95. Reviewed by Gene D. Phillips, Dean, Faculty of Education, Indiana University, Fort Wayne, Indiana. There are few things these days that can be counted on with a high degree of certainty, save in the case of Sidney Hook's educational loyalties, interests, persuasions, and interpretations. They are spelled out with a summarized kind of passion and vigor unique to his life style. Sometimes he speaks as a social philosopher, sometimes as an educ; ational philosopher, but he would not want either role dualized as he feels them to be intimately related. There is a glazed fixity of dedication of his own interpretations of academic freedom, courage, power, proper content of education, whether it be professional or liberal, and other assorted concerns. His assumptions and presuppositions are without surcease. Though he decries the categorizing ardor of Plato and Aristotle for a JOURNAL OF EDUCATION 75 number of fairly valid reasons, he ends up assigning the American teacher a rather limited role to play in our society. His reasons are often bound up with obvious socio-political realities; however, projected solutions are little more than extensions of the original problem. He would never advocate strict nor rigid social and intellectual class distinctions, nevertheless some of his arguments would serve living with them whether teachers liked them or not. Probably what Professor Hook does for us most importantly is to spell out the contradistinctions in others' thinking. He makes amply clear that he does not agree with Professor Hutchins' notions of what constitutes proper liberal education. In the same manner he makes it known that Professors Broudy and Price do not approach the work of the educational philosopher as he would. Other contemporary practitioners of thought in specialized areas receive his critical attention as well. There would be something lost if one were not to appreciate the points he painstakingly makes about his beloved teacher, John Dewey. His technique used throughout the book is to pose issues or problems which are current on the educational scene. Almost as though Professor Dewey and he were engaging in dialogue, he states the possible disposition or resolution of the issue that they would offer. The differences of thought between the two men are always mild and never disparaging. Such a display of student-teacher friendship is a somewhat refreshing testimony in a day when many correct or update their mentor's aging and ailing thoughts. Never is Professor Hook afraid to say that Dewey's ideas have limits and that they need to be added to ami viewed as definitions of truth in progress. Professor Hook's thoroughgoing work on Dewey's ideas of growth deserves the highest praise. Those very ideas are often maligned and misunderstood. If for no other reasons, the book deserves to be read for the clarification that Professor Hook brings to this important aspect of Dewey's thought. In fact, it can be stated unequivocally that growth is the center of his hopes for mankind. The book can be likened to a landscape of Hook's mind. The predictability of his thought, ranging from ideas expressed in the 1930's through the early 1970's, caused the'reader to respect his consistency as he viewed education and life interdependently. It is a necessary kind of book, rather than one that charts courses or stirs the imaginations of men.