Professor Kline concludes that competition with research in the universities is so detrimental to teaching that he recommends that the two functions be physically and financially separated by setting up research institutes. I suggested that the development of a sound program of educational research would be much more beneficial to teaching. Such a program would not only improve teaching theory and technique, it would make clear what competencies are required of a good teacher and help professors attain them. Educational research should be required to meet the same standards as scientific research, but it cannot be raised to those standards without comparable support and commitment. Competent educational research is no more a part-time activity than competent scientific research. The relatively trivial educational research so common in the universities is an inevitable consequence of trivial commitment by the universities. Rather than belittle such research, the professors have an obligation to see that it is upgraded. Let no one think that educational research is easy: it is concerned with no less than unraveling the complexities of the human mind. There is no reason to believe that an effective theory and technology of instruction is any easier to achieve than controlled nuclear fusion. It is certainly every bit as worthy.
1.Professor Kline believes that competition with research in the universities( ).
2.The author wants to improve( ).
3.The author believes that scientific research( ).
4.According to the author educational research( ).
5.Educational research in most universities today( ).