Emotional and Social Development and the Educative Process
by Harold E. Jones, Herbert S. Conrad & Lois Barclay Murphy - 1939
Teachers are aware that pupils bring into the educational situation a complex system of interests, attitudes, and emotional tendencies. To a considerable degree these factors determine the direction and the efficiency of intellectual effort. If we accept the principle that effective teaching requires some attention to a pupil's interests, it is only a step to the further assumption that a school should be concerned with the emotional and social development of its pupils. Such an assumption rests upon the fact that an emotionally disordered or socially maladjusted child is in a poor state to organize his interests or to profit from classroom experiences.
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