Abstract
In the growth of teacher education as an aspect of American higher education certain academic fields, certain adminis trative procedures, certain teaching meth ods and teaching techniques have gained in prominence; others have been dis carded or relegated to roles of minor importance. Probably there is general agreement that the field of philosophy of education has not fared well in the strug gle for a place in the list of either re quired or optional courses. Mr. Brinkley, Professor of Education, Emory University, Emory University, Georgia, and Mr. Jor dan, Director of the Atlanta Area Teacher Education Service, Atlanta, Georgia, re port the results of a recently completed study of the role of philosophy of edu cation in the teacher-education patterns of four southeastern states.
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