A PRIMER ON THE LINGUISTIC-GEOGRAPHIC ENCOUNTER

(pp. 1 - 13)

Haig A. Rushdoony

Stanislaus State College

Stockton, California

Abstract

This linguistic-geographic approach to learning I suspect consciously began with a young child in one of my classes nearly two decades ago. One day he brought his gigantic volume on electronics to show me. He expounded on a subject rarely discussed undefined at least then undefined in the elementary school. I had never seen this young boy so excited about learning something until that moment of sharing! And never had found him reading so well! The experience that day literally reformed my approach in the teachinglearning encounter! I suspect that unconsciously this reformed approach had its beginning much earlier. If it had, however, it yielded its first fruits as a result of a child's enthusiasm and efficacy beyond the set or prescribed curriculum.

BARRIERS TO EDUCATION IN COLOMBIA

(pp. 14 - 17)

Dr. Howard Richardson

Central Michigan University

Mount Pleasant, Michigan

Abstract

For developing South American countries like Colombia, a diagnostic indicator of the state of national progress is the quality of the human resource, that is, its general level of health, nutrition, and education. Education is singled out here for special attention because of its unique significance. It serves as a major cultural vehicle for preparing the individual to cope with the changing conditions of community life. Of major importance to poor countries is the ability of the educational systems to provide a stairway of opportunity leading to well paid, productive employment. A well integrated educational system needs to be flexible in order to meet the demands for basic skills, liberal academic training and vocational specializations. Modern, planning recognizes that a successful educational system provides a dynamic impetus to development. Raising the level of education spins off multiple benefits for the social, economic, and political institutions of society.