Creative Impulse in Industry: A Proposition for Educators

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E.P. Dutton, 1918 - Business and education - 146 pages

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Page 142 - Normal child and normal adult alike, in other words, are engaged in growing. The difference between them is not the difference between growth and no growth, but between the modes of growth appropriate to different conditions. With respect to the development of powers devoted to coping with specific scientific and economic problems we may say the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should...
Page 39 - The opportunity for self expression, which is synonymous with joy in work, is something that the workman is entitled to, and we employers who feel that management is to become a true science must begin to think less of the science of material things and think more of the science of human relationships. Our industries must become humanized, otherwise there will be no relief from the present state of unrest in the industries of the world.
Page 39 - The new efficiency is going to reckon a great deal more with the needs of the individual man; but in order to do this, it must have some philosophical conception of the reason for man's existence. It is beginning to be understood...
Page 141 - From a social standpoint, dependence denotes a power rather than a weakness; it involves interdependence. There is always a danger that increased personal independence will decrease the social capacity of an individual. In making him more self-reliant, it may make him more selfsufficient; it may lead to aloofness and indifference. It often makes an individual so insensitive in his relations to others as to develop an illusion of being really able to stand and act alone an unnamed form of insanity...
Page 79 - We are rapidly dividing mankind into a staff of mental workers and an army of purely physical workers. The physical workers are becoming more and more automatic, with the sure result that their minds are becoming more and more lethargic. The work itself is not character-building; on the contrary, it is repressive, and, when self-expression comes, it is hardly energizing mentally.
Page 38 - Our efforts, ever since we began to realize the workman's point of view, have been not to take responsibility from him. It is our plan to increase his responsibility and we feel that it is our duty to teach him to exercise his reasoning power and intelligence to its fullest extent.
Page 5 - Then it dominates him completely and imposes its needs upon him. "[Man] supplements without loss whatever human faculties the machine lacks, whatever imperfection hampers the machine in the satisfaction of its needs. If it lacks eyes, he sees for it; he walks for it, if it is without legs; and he pulls, drags, lifts, if it needs arms. All of these things are done by the factory worker at the pace set by the machine and under its direction and command.
Page xiv - ... their developmental value — their effect on the child. Our vocational education suffers from the pressure and domination of the industrial institution; and the industrial institution does not exist for the satisfaction of children's needs. Says Helen Marot: "The institution of industry rather than institution of education, dominates thought in industrial education courses. It is the institution of industry as it has affected the life of every man, woman and child, which has inhibited educational...
Page xxi - It is for the educator to realize first of all that there can be no social progress while there is antagonism between growth in wealth (which is industry) and growth in individuals (which is education...
Page 9 - Work is universally conceived as something which people endure for the sake of being "paid off." Being paid off, it seems abundantly clear, is the only reason a sane man can have for working.

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