Implications and Recommendations
In the first chapter of this book we described the teacher as a kind of psychological diagnostician and tactician, a characterization meant to convey the opinion that the teacher, far from being a mere transmitter of knowledge, is one who elicits and reinforces the child's intellectual curiosity and strivings so that the acquisition of knowledge is a productive affair, that is, whatever knowledge and skills are acquired increase the child's capacity independently to discover and cope with new problems. To accomplish such a goal requires, among other things, that the teacher have not only a thorough grasp of psychological principles of child development, but the ability to observe the different ways in which these principles are manifested in different children and how recognition of such differences affects a teacher's tactics. It was this kind of view of the nature of teaching which gave rise to the studies briefly described on page 59 and to the development of the observation seminar described in the last chapter.
One question which arises about the role of the observa-