See and hear : the journal on audio-visual learning (1945)

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.

We Visualize tlie Social Studies: (continued from the preceding page) — speaking to an informal group of school people, said in evident perplexity, "I don't know how much 1 go along with all this audio-visual aids business." A college administrator, highly regarded for his contributions to education in the region, demurred at sponsoring an audio-visual conference, reluctant to have his college accused of promoting a "fad." Both of these men would undoubtedly have been quick to agree, if pressed, that their opposition was directed only against unwise and frivolous use of auditory and visual devices. Nevertheless, the fact remains that neither of these important educators, symbolic of countless contemporaries, had reached the point in ' their thinking where they could accept as basic educational philosophy the idea that projected as well as unprojected audio-visual teaching materials are here to stay. They failed to realize that, since this is so, it behooves every teacher training institution and public school administrator to promote an intensive and contiuous program of teacher education to get proper and efficient use of motion picture films, filmstrips, slides, recordings and other audio-visual aids to teaching. Young teachers and older untrained teachers must be prevented from ill-considered practices which jeopardize public respect and support for the entire audio\isual program of the school. The use of mechanical audio-visual devices in schools (comparable to the recent history of vitamins) has passed through the successive stages of wild prophec)', trial and error, the debunking stage, and finally full-fledged acceptance of value. Recent articles and editorials — written by staunch advocates of audio-visual teaching materials — poked fun at adolescent ideas and extreme practices in the audio-visual field. They are really a healthy sign, an evidence of growth and maturity. One may laugh at past errors and outgrown ideas only when present status assures acceptance and security. Audio\isual aids to teaching are definitely here to stay. Conviction Number Three: In the great majority of cases producers and distributors of audio-visual teaching materials are motivated by a sincere desire to give school people the kind of teaching materials they ask for. The traditional and pro\incial distrust of the salesman can, it is evident, be immediately discarded. Many representati\'es of producers of audio-visual materials are themselves trained school men. Distinguished educators collaborate in the production of most visual and auditory teaching materials. Dealers seem sincerely desirous of dealing honestly with their school customers. If school people do not get the kind of audio-visual materials they clesire, they must blame their own lack