By F H (ed.) Pedley
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Those two words summarize this chapter and also point to one of the main philosophical a n d educational questions of our time. T h e n a t u r e and structure of communication engage the attention of the philosopher a n d in education itself the dialogue (or its absence) between teacher and student is a matter of prime importance. It is the function of the teacher, as M a r t i n Buber has shown, to be responsive to the felt needs of his students by reaching out to them. Real teaching, G. P. <2> Buber a n d Snow succinctly described the personal situation which is appropriate to all learning, but it is argued here that the teacher has a further responsibility.
If they were qualified teachers, so much the better. Such people could gain the co-operation of the parents in a way that "town-based" welfare workers rarely did; they could, especially, offer reassuring help to immigrant families, worried by a succession of "official" visitors. They could thus be an invaluable link between home and school, could take a considerable load off the head teacher, and could unite in one person services now carried out by several welfare agencies. ) This seems to state the case in very strong and clear-cut terms and makes a number of claims which we have not time to explore further here.
204). Discussing the links between school and community, the Committee considered that " . . the greatest possible liaison is EDUCATION AND SOCIAL WORK 21 desirable between the schools, the youth service, the youth employment service, and all the social and welfare services which deal with young people, extending to some joint appointments of the teacher/youth leader type, or, in difficult areas, to teacher/ social worker posts" (para. 293). Since the publication of the Newsom Report, increasing attention has been given to education in deprived areas, and to the social welfare aspects of the teacher's role.
Education and Social Work by F H (ed.) Pedley