Programs, Correspondence, 1968, January-July (1968)

Record Details:

Something wrong or inaccurate about this page? Let us Know!

Thanks for helping us continually improve the quality of the Lantern search engine for all of our users! We have millions of scanned pages, so user reports are incredibly helpful for us to identify places where we can improve and update the metadata.

Please describe the issue below, and click "Submit" to send your comments to our team! If you'd prefer, you can also send us an email to mhdl@commarts.wisc.edu with your comments.




We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.

Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.

-73- must be aware that there are several factors operating. If we are to reach people in poverty, these factors cannot be overlooked. 1) The existence of reinforced experiences of failure in education and with the educative process. 2) The fear of failing again, even in a protective setting. 3) The need to be assured that successful experiences will occur from the outset of each program-project. 4) The need for immediate recognition and consistent reinforcement of successful experiences. We must understand that the "gaming" concept, for example, so much a part of the new educational technology materials, is doomed to failure with the poverty population. In the first instance, "gaming" has specific connotative value for the poor. It is a palliative, a "get rich quick" gimmick, something which, even if they work at seriously, they cannot truly take seriously because of the value judgement structures which are operating against them. The poor find it