Letters between Levy & Independent Commission, 1991-06; "The meaning of education", 1962 |
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.......... - &.6..~ .. ·-....
Warren Christopher
OWR
John A. Arguelles
VICE CHAIR
MEMBERS
Roy A. Anderson
Willie R. Barnes
Prof. Leo P. Estrada
Mickey Kanror
Richard M. Mosk
INDEPENDENT COMMISSION
ON THE Los ANGELES POLICE DEPARTMENT
June
14th
1 9 9 1
John W. Spiegel
GENERAL COUNSEL
DEPUTY GENERAL COUNSEL
Percy Anderson
Richard E. Drooyan
Gary A. Feess
Raymond C. Fisher
Ernest J. Getto
Lawrence B. Gotlieh
Thomas E. Holliday
Andrea Sheridan Ordin
John Brooks Slaughter
Robert E. Tranquada, M.D.
Barbara J. Kelley
Louise A. LaMothe
Yolanda Oroz.co
Gilbert T. Ray
EXEC'UTlVI! Dou:croR
Prof. Bryce Nelson
DIR.ECTOR FOR PRESS
INFORMATION
Mr. Randolph Nelson Levy
P.O. Box 27832
Hollywood, CA 90027
Dear Mr. Levy:
Dennis M. Perluss
John B. Sherrell
Brian A. Sun
on b ehalf of Warren Christopher and the Inde p endent
Commission on the Los Angeles Police Department, I am writing
y ou to thank you for your letter of Jun e 5 1991.
With its very short deadline and heavy
responsibilities, the Commission hopes that you will
understand that i t is not possible to respond in detail to
your letter. However, your letter has b een read and will be
made a part of t he Commission files for further review by the
Commissiones and staff.
GTR:lrg
We agai n thank you for writing.
Very truly your s,
Gilbert T. Ray
Executive Director
Suite 1910 400 South Hope Street Los Angeles, California 90071-2899 Telephone (213) 622-5205 Facsimile (213) 622-7318
L
RANDOLPH NELSON LEVY, TEACHER
P.O. Box 27832
Hollywood, CA 90027
THE CHRISTOPHER COMMISSION
City of Los Angeles
City Hall
200 North Spring Street
Los Angeles, CA 90012
Gentlemen:
June 5, 1 991
~c.dl.
6/11/GJJ
hi :r: c
The curriculum at the Los Angeles Police Department Academy s hould
include the following course or courses quite similar:
"Maximum Self-Control When Confronted by Verbal Abuse
from an Un-Armed Person"
The proper behavior change must be obtained through an extended
period of education.
Please peruse the attached documents .
Enclosure
)
CHAPTER ONE
In this chapter we will explain basic concepts a d principles relevant
to understanding the nature and function of the educational
process. Essentially, we will be answering the question with which
this chapter begins. Our answer will not describe one kind of educational
«product," nor will the answer be in terms of specific kinds of
schools or school systems, curricula, methods, students, or teachers.
These concepts and principles will be equally applicable to any and
all kinds of schools, students, and teachers. They will be applicable to
any situation or institution which attempts to bring about desirable
changes in people.
THE MEANING OF EDUCATION
DEFINITION OF EDUCATION. Education , in the sense used here,
changes in t e be avior of human bein s. By "behavior" we mean
any response or action o a person, anyt ·ng that a person does. Liking
a teacher, talking to a fellow student, thinking through an algeb ra
problem, reading a book, getting married, choosing a career-all of
these are "behaviors," or «actions," or "responses" of a person. Note
t hat some of these behaviors are directly observable, such as reading
a book, while others, such as "liking a teacher," must be inferred from
actions or behaviors that we observe.
The function of the educational process is to promote or facilitate
desirable changes in behavior. A newborn child has only a limited
number of responses tha t he can make, but over his entire life span he
acquires new ways of behaving. The function of the kinds of experiences
to which the child is systematically exposed is to produce specifiable
and desirable c hanges in the kinds and number of responses
that he can make. For example, the child learns the large number of
responses required to compute accurately. "Computing behaviors"
are behaviors that we can specify as desirable for an individual if he
is to handle successfully a wide variety of problems. We devise experiences
by which the child can acquire these responses. Any set ·of
experiences designed to produce such changes is educational.
The product of this process at any given stage is a human personality.
This personality is the complex s stem of behavior th
an indivi ua acquires. c ange in the system of behavior is a
change in personahtf."'When J ohnny has learned to read he has acquired
a new set of behaviors. Johnny is now a somewhat different
- -.,,. _....... --- ----- ---~
FREDERICK J. McDONALD
STANFORD UNIVERSITY
EDUCATIONAL
Illustrated by David Morgan
WADSWORTH PUBLISHING COMPANY, INC.
f
SAN FRANCISCO
Object Description
Description
| Title | Letters between Levy & Independent Commission, 1991-06; "The meaning of education", 1962 |
| Description | Gilbert T. Ray (Independent Commission on the Los Angeles Police Department), 400 South Hope Street, Los Angeles, California, letter, 1991 June 14, to Randolph Nelson Levy, Hollywood, California. ❧ Randolph Nelson Levy, Hollywood, California, letter, 1991 June 5, to Independent Commission on the Los Angeles Police Department, 200 North Spring Street, Los Angeles, California. ❧ Frederick J. McDonald. "The meaning of education" from chapter one in Educational Psychology. San Francisco, California: Wadsworth Publishing Company, 1962: title page, p. 4. |
| Geographic subject (roadway) | 400 South Hope Street; 200 North Spring Street |
| Geographic subject (city or populated place) | Los Angeles |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Geographic coordinates | 34.051552,-118.255687; 34.0534768,-118.2450821 |
| Coverage date | 1991-06-05; 1991-06-14 |
| Creator |
Ray, Gilbert T. Independent Commission on the Los Angeles Police Department Levy, Randolph Nelson McDonald, Frederick J. |
| Contributor |
Levy, Randolph Nelson, recipient Independent Commission on the Los Angeles Police Department, recipient |
| Publisher (of the original version) | Wadsworth Publishing Company |
| Place of publication (of the original version) | San Francisco, California, USA |
| Date created | 1991-06-05; 1991-06-14 |
| Date issued | 1962 |
| Type |
texts images |
| Format | 4 p. |
| Format (aat) |
correspondence articles |
| Format (imt) | application/pdf |
| Contributing entity | University of Southern California |
| Series | Independent Commission File List |
| File | Complaints, suggestions, and support |
| Box and folder | box 23, folder 12, item 32 |
| Physical access | Contact: Special Collections, Doheny Memorial Library, Libraries, University of Southern California, Los Angeles, CA 90089-0189; specol@dots.usc.edu |
| Full text | .......... - &.6..~ .. ·-.... Warren Christopher OWR John A. Arguelles VICE CHAIR MEMBERS Roy A. Anderson Willie R. Barnes Prof. Leo P. Estrada Mickey Kanror Richard M. Mosk INDEPENDENT COMMISSION ON THE Los ANGELES POLICE DEPARTMENT June 14th 1 9 9 1 John W. Spiegel GENERAL COUNSEL DEPUTY GENERAL COUNSEL Percy Anderson Richard E. Drooyan Gary A. Feess Raymond C. Fisher Ernest J. Getto Lawrence B. Gotlieh Thomas E. Holliday Andrea Sheridan Ordin John Brooks Slaughter Robert E. Tranquada, M.D. Barbara J. Kelley Louise A. LaMothe Yolanda Oroz.co Gilbert T. Ray EXEC'UTlVI! Dou:croR Prof. Bryce Nelson DIR.ECTOR FOR PRESS INFORMATION Mr. Randolph Nelson Levy P.O. Box 27832 Hollywood, CA 90027 Dear Mr. Levy: Dennis M. Perluss John B. Sherrell Brian A. Sun on b ehalf of Warren Christopher and the Inde p endent Commission on the Los Angeles Police Department, I am writing y ou to thank you for your letter of Jun e 5 1991. With its very short deadline and heavy responsibilities, the Commission hopes that you will understand that i t is not possible to respond in detail to your letter. However, your letter has b een read and will be made a part of t he Commission files for further review by the Commissiones and staff. GTR:lrg We agai n thank you for writing. Very truly your s, Gilbert T. Ray Executive Director Suite 1910 400 South Hope Street Los Angeles, California 90071-2899 Telephone (213) 622-5205 Facsimile (213) 622-7318 L RANDOLPH NELSON LEVY, TEACHER P.O. Box 27832 Hollywood, CA 90027 THE CHRISTOPHER COMMISSION City of Los Angeles City Hall 200 North Spring Street Los Angeles, CA 90012 Gentlemen: June 5, 1 991 ~c.dl. 6/11/GJJ hi :r: c The curriculum at the Los Angeles Police Department Academy s hould include the following course or courses quite similar: "Maximum Self-Control When Confronted by Verbal Abuse from an Un-Armed Person" The proper behavior change must be obtained through an extended period of education. Please peruse the attached documents . Enclosure ) CHAPTER ONE In this chapter we will explain basic concepts a d principles relevant to understanding the nature and function of the educational process. Essentially, we will be answering the question with which this chapter begins. Our answer will not describe one kind of educational «product," nor will the answer be in terms of specific kinds of schools or school systems, curricula, methods, students, or teachers. These concepts and principles will be equally applicable to any and all kinds of schools, students, and teachers. They will be applicable to any situation or institution which attempts to bring about desirable changes in people. THE MEANING OF EDUCATION DEFINITION OF EDUCATION. Education , in the sense used here, changes in t e be avior of human bein s. By "behavior" we mean any response or action o a person, anyt ·ng that a person does. Liking a teacher, talking to a fellow student, thinking through an algeb ra problem, reading a book, getting married, choosing a career-all of these are "behaviors," or «actions," or "responses" of a person. Note t hat some of these behaviors are directly observable, such as reading a book, while others, such as "liking a teacher," must be inferred from actions or behaviors that we observe. The function of the educational process is to promote or facilitate desirable changes in behavior. A newborn child has only a limited number of responses tha t he can make, but over his entire life span he acquires new ways of behaving. The function of the kinds of experiences to which the child is systematically exposed is to produce specifiable and desirable c hanges in the kinds and number of responses that he can make. For example, the child learns the large number of responses required to compute accurately. "Computing behaviors" are behaviors that we can specify as desirable for an individual if he is to handle successfully a wide variety of problems. We devise experiences by which the child can acquire these responses. Any set ·of experiences designed to produce such changes is educational. The product of this process at any given stage is a human personality. This personality is the complex s stem of behavior th an indivi ua acquires. c ange in the system of behavior is a change in personahtf."'When J ohnny has learned to read he has acquired a new set of behaviors. Johnny is now a somewhat different - -.,,. _....... --- ----- ---~ FREDERICK J. McDONALD STANFORD UNIVERSITY EDUCATIONAL Illustrated by David Morgan WADSWORTH PUBLISHING COMPANY, INC. f SAN FRANCISCO |
| Filename | indep-box23-12-32.pdf |
| Archival file | Volume73/indep-box23-12-32.pdf |
