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Mostly |
Mostly |
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Agree |
Disagree |
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1. Technology should be used to direct and improve human behavior. |
1 |
0 |
|
2. Social interaction and the development of relationships are essential for human development. |
1 |
0 |
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3. Intellectual development contributes most to making the child more truly human. |
1 |
0 |
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4. Children tend to rebel against learning and require direction. |
1 |
0 |
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5. Experiencing one's intuitions and emotions is necessary for human development. |
1 |
0 |
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6. The human being experiences growth and fulfillment in being successful in finding useful solutions to life problems. |
1 |
0 |
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7. A person is the sum total of his/her responses to conditions in the environment. |
1 |
0 |
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8. Human fulfillment occurs when the individual comes to know who he/she really is. |
1 |
0 |
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9. Children should be trained and required to obey rules. |
1 |
0 |
|
10. The child learns best when given an opportunity to express his/her noblest interests and highest needs. |
1 |
0 |
|
11. Individuals need freedom to become themselves and express who they are. |
1 |
0 |
|
12. What a child experiences is what becomes real for him/her. |
1 |
0 |
|
13. The student is naturally curious about the thoughts and ideas of humankind. |
1 |
0 |
|
14. Behavior is changed by altering conditions in the environment |
1 |
0 |
|
15. The student should acquire the capacity for applying reason and logic to what is real in the world. |
1 |
0 |
|
16. A person is really the sum of his/her freely chosen decisions. |
1 |
0 |
|
17. The ideas of the past remain important, because human nature never changes. |
1 |
0 |
|
18. The individual grows (makes progress) by finding useful solutions to real problems in the world. |
1 |
0 |
|
19. A person avoids and escapes from conditions which are negative and approaches those which are positively reinforcing. |
1 |
0 |
|
20. It is sometimes necessary to punish students for their own good, so that they do not stray too far away from assigned learning tasks. |
1 |
0 |
|
21. The child is inclined toward good. |
1 |
0 |
|
22. If students can be trained to understand the facts and knowledge of the real world, they will be less likely to do foolish things. |
1 |
0 |
|
23. Human worth is in relationship to adaptability and productivity. |
1 |
0 |
|
24. The human being is caught between individual importance and in significance in the universe. |
1 |
0 |
|
25. Human beings can be shaped and conditioned to fit into society. |
1 |
0 |
|
26. The child has the capability of changing, and continuously does change, in response to a changing society. |
1 |
0 |
|
27. Individuals define who they are by the actions they freely choose. |
1 |
0 |
|
28. The teacher should assume the role of master decision-maker in the classroom. |
1 |
0 |
|
29. The chief ability of a child or an adult is to have ideas and thoughts. |
1 |
0 |
|
30. Individuals differ on what they find reinforcing based on their personal histories. |
1 |
0 |
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Mostly |
Mostly |
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|
Agree |
Disagree |
|
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31. Schools should teach students facts such as those about history, grammar, and spelling rules. |
1 |
0 |
|
32. Learning is determined by change in behavior that can be measured. |
1 |
0 |
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33. Students should have the freedom to select their own course of study. |
1 |
0 |
|
34. The primary purpose of knowledge is to adapt for life in the practical world. |
1 |
0 |
|
35. The great works of humankind, such as literature, art and music, are the best sources of knowledge. |
1 |
0 |
|
36. Such exercises as repeating information or memorizing are good ways of helping to train the mind. |
1 |
0 |
|
37. Knowledge is determined only when an individual is able to perform a task. |
1 |
0 |
|
38. Teachers should help students to realize that the value of ideas lies in their practical consequences. |
1 |
0 |
|
39. Knowledge is the search for truth which is best experienced through ideas. |
1 |
0 |
|
40. The wise teacher emphasizes the heart more than the head in the process of knowing. |
1 |
0 |
|
41. Schools should transmit the heritage of our culture, so that it can be respected and conserved. |
1 |
0 |
|
42. Children learn best when they are solving real life problems. |
1 |
0 |
|
43. Knowing is the process of applying reason and logic to what is in the world. |
1 |
0 |
|
44. The teacher needs to find the conditions that are reinforcing for students. |
1 |
0 |
|
45. A student confronts reality when he/she makes a choice or commitment. |
1 |
0 |
|
46. Schools should change continuously in order to adapt to the society that exists. |
1 |
0 |
|
47. The student must be stimulated by the consequences of his/her behavior if learning is to take place. |
1 |
0 |
|
48. Schools should emphasize intellectual development in preference to social, physical and emotional development. |
1 |
0 |
|
49. Learning is hard work and students need to develop the self-discipline required. |
1 |
0 |
|
50. Reality is encountered when individuals deal with love, death and interpersonal relationships. |
1 |
0 |
|
51. Good schools promote the use of programmed learning and behavior modification. |
1 |
0 |
|
52. Students need to express and appreciate their emotions. |
1 |
0 |
|
53. Ultimately each student acts in accord with what is true for him/her in the light of socially defined and established norms. |
1 |
0 |
|
54. There is a fundamental core of learning that every child should be taught. |
1 |
0 |
|
55. Education should direct the child to the world of ideas and thoughts. |
1 |
0 |
|
56. The good teacher knows what children need to learn and that is what is taught. |
1 |
0 |
|
57. Teachers and administrators should set a desirable direction for students through clear statements of behavioral goals and objectives. |
1 |
0 |
|
58. The main purpose of education is to assist an individual to grow intellectually. |
1 |
0 |
|
59. Students should not be required to accept someone else's truth. |
1 |
0 |
|
60. Teachers should guide students rather than direct them to learning tasks. |
1 |
0 |
|
|
Mostly |
Mostly |
|
|
Agree |
Disagree |
|
|
|
|
|
61. The value of a work of art, music or dance is determined by public acceptability and utility. |
1 |
0 |
|
62. The good is behavior that leads to reinforcing consequences for the individual. |
1 |
0 |
|
63. Rules and standards about art, music and dance stifle individual creativity and expression. |
1 |
0 |
|
64. The concept of what is beautiful is changeless. |
1 |
0 |
|
65. Good art or good music is a reflection of what occurs naturally in the world. |
1 |
0 |
|
66. There are no absolute standards for what is beautiful. |
1 |
0 |
|
67. What is beautiful is up to each individual. |
1 |
0 |
|
68. Good art and music are intellectually uplifting because they reflect the ideal. |
1 |
0 |
|
69. Students should look to nature to find the standard for what is beautiful. |
1 |
0 |
|
70. The student's behavior needs to be changed to promote what is best for society. |
1 |
0 |
|
71. Basic moral values never change. |
1 |
0 |
|
72. Human beings are not free to make moral choices. |
1 |
0 |
|
73. The child is capable of learning right from wrong, although the child has difficulty doing what is right. |
1 |
0 |
|
74. The most important aspect of the creative arts is freedom and individual expression. |
1 |
0 |
|
75 Values are relative and changing. |
1 |
0 |
|
76. The teacher ought to be an example of learning, scholarship and moral behavior. |
1 |
0 |
|
77. The basic value to be taught is species survival. |
1 |
0 |
|
78. Something is good if it promotes further desirable action. |
1 |
0 |
|
79. Students ought to be made aware of the responsibility of their free condition. |
1 |
0 |
|
80. Children need to understand the universal moral law: "Do unto others as you would have them do unto you." |
1 |
0 |
|
81. Human beings have created their own morality which separates them from other animals. |
1 |
0 |
|
82. Behavior and ethical acts should be governed by regular laws of the universe established by a supreme being. |
1 |
0 |
|
83. Ideals should be judged by whether they are useful and practical. |
1 |
0 |
|
84. Because the art of ancient times can be recognized as beautiful, we know that the principles for judging beauty never change. |
1 |
0 |
|
85. The immoral person is one who rejects his/her responsibility to make free choices. |
1 |
0 |
|
86. Human beings do not engage in moral struggles. |
1 |
0 |
|
87. The basic ideas of honesty and truthfulness were the same for persons in the past as they are for us. |
1 |
0 |
|
88. When the student studies the natural world, he/she comes to understand what is good and valuable. |
1 |
0 |
|
89. A student really accepts only freely chosen values. |
1 |
0 |
|
90. Only the individual can determine what is of value in the light of the consequences or results. |
1 |
0 |
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___________ |
___________ |
___________ |
___________ |
___________ |
Scoring
Instructions: This matrix represents each of the test items
sorted into their respective scales or sub-tests. So, for example,
column 1 shows that items 3, 10, 13, and so on, are part of the
"Idealism" scale. Similarly, items 4, 9, 15, etc. (column 2) make up
the "Essentialism" scale. There are a total of 18 items in each
scale.
Go back and look at your responses. Whenever you marked a "1" (Mostly
Agree) you should circle the respective item, because that response
indicates you have scored one point on that scale. Add up your score
on each scale and place the sum on the blank line below each scale.
If you wish, you may also plot your profile on the graph below.
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