In the ultimate sense of education and of culture, there can be no conflicts. Education is the dynamic life process that makes us bearers and builders of culture; competent and independent contributors toward understanding life and carrying it forward on its various levels, physical, intellectual, and moral. When experimental physics turns up a fact in conflict with the body of physical doctrine, it is nothing more than a new and interesting problem, an area demanding more concentrated ndeavor. Apparent culture conflicts are similar temporary stages on the way to a larger culture, a life with more content, individuals more capable of coping with it and enjoying life.
Source: Journal of Educational Sociology 12.8 (April 1939): 470-475
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