Description
Holt, Rinehart and Winston [Published Date: 1967] Case Studies in Education and Culture. Paper covers, 114 pp.
Rare, out-of-print & unusual books · Since 1997
114
![Education in Rebhausen : A German Village [Case Studies in Education and Culture], photograph 1 of 14](/_next/image?url=https%3A%2F%2Fepilonian.s3.us-west-1.amazonaws.com%2F20230915007%2F20230915007_001.jpg&w=3840&q=75)
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Catalog notes
Condition & notes
In good condition. Green paper covers have bumping and creasing to edges and corners and moderate overall scuffing and soiling with a bit of the color scuffed off along edges. Binding tight. Original book seller's price stamped on title page. Otherwise pages are lightly aged but unmarked. Not Ex-library. No remainder marks. Black and white illustrations. [From Foreword] This case study of education in a German village is in the tradition of anthropological studies of small communities. School and village are seen not as interdependent but separate entities, but as interrelated dimensions of a distinctive way of life. Dr. Warren and his family participated in this way of life in Rebhausen, a community of about 3000 persons, for a year. The study is particularly significant because Rebhausen, like most traditional communities the world over, is subject to the impact of rapid industrialization and urbanization. Everywhere this impact is disruptive of the established culture and its maintenance. In Germany the distinctive variations in dialect, religion, and local custom that have traditionally characterized rural areas are giving away, often rapidly and painfully, sometimes more slowly, to the urban way of life. The school of the traditional rural German community has operated to maintain and reinforce cultural patterns molded by time to the local ecology and social system. But now the validity of these functions is being challenged. And yet in Rebhausen the traditional relationships of the school and community exert strong influence on the behavior of teachers, parents, officials, and students. The village school still functions as a stabilizing institution reflecting and transmitting the traditional village culture Pressure for innovation originates largely from outside the school program from the state, and in some degree from the children. The dilemma is that in order to maintain an effective role in German society (or any other society) the school must adapt to, if not lead, sociocultural change, but in its present form the school in Rebhausen, and in similar communities is a symbol of and in fact a major contributor to cultural stability. Can this school maintain continuity with the past and at the same time adapt to radical change?