22.07.2013 Views

Scientism and Values.pdf - Ludwig von Mises Institute

Scientism and Values.pdf - Ludwig von Mises Institute

Scientism and Values.pdf - Ludwig von Mises Institute

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

192 <strong>Scientism</strong> <strong>and</strong> <strong>Values</strong><br />

the organismic area is shown to illustrate more clearly the fact that<br />

both maturity <strong>and</strong> readiness are distributed as necessary consequences<br />

of variation within the individual rather than narrowly fixed as the<br />

organismic age line would imply.<br />

The peripheral lighter b<strong>and</strong> has been added to the pattern to insure<br />

recognition of another fact of within variability [sid]; namely, that for<br />

about 20 to 25 percent of growth items, maturity <strong>and</strong> readiness are,<br />

indeed, very broadly distributed.<br />

Within some individual graphs <strong>and</strong> from graph to graph, there<br />

is in the organismic area a variation in "readiness" from one half<br />

to three chronological years <strong>and</strong> a variation in "maturity" of about<br />

the same number of growth years. For the peripheral b<strong>and</strong>, that<br />

is, for about twenty percent of the growth items, readiness <strong>and</strong><br />

maturity extend twice as far-from one to six chronological years.<br />

Most teachers will agree that Hughes' treatment of "readiness"<br />

<strong>and</strong> "maturity" expresses these concepts in a manner much closer<br />

to reality as determined by observations of growing children. The<br />

concepts in this form appear to agree with Olson's (12) observation<br />

that "one of the striking abilities of the human organism is<br />

the power to take on new modifications throughout its lifetime."<br />

With these views of variability in mind, one wonders if possibly<br />

"readiness" in most students may not be more a matter of being<br />

ready for persistent work at studies rather than being some innate<br />

developmental factor which cannot be overcome by insistence<br />

upon reasonable st<strong>and</strong>ards of accomplishment.<br />

Resistance to Displacement <strong>and</strong> Convergence. Under the heading<br />

"Resistance to Displacement" Olson (12) says:<br />

A useful principle growing out of hundreds of studies of growth is<br />

that if an experimental factor capable of producing a difference in<br />

growth is introduced, either artificially or naturally, a child tends to<br />

resume his own normal rate of growth as soon as the factor disappears<br />

or is removed.<br />

To support this view Olson cites a study on head sizes of premature<br />

<strong>and</strong> mature infants. Is this kind of extrapolation, which

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!