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8 PART II: CONTEXT OF THE CURRICULUM
engage in the socially disapproved practice of thinking. When other men gorged themselves on the proceeds of a successful hunt and vegetated in dull stupor for many hours thereafter, New-Fist ate a little less heartily, slept a little less stupidly, and arose a little earlier than his comrades to sit by the fire and think. He would stare moodily at the flickering flames and wonder about various parts of his environment until he finally got to the point where he became strongly dissatisfied with the accustomed ways of his tribe. He began to catch glimpses of ways in which life might be made better for himself, his family, and his group. By virtue of this development, he became a dangerous man.
This was the background that made this doer and thinker hit upon the concept of a conscious, systematic education. The immediate stimulus which put him directly into the practice of education came from watching his children at play. He saw these children at the cave entrance before the fire engaged in activity with bones and sticks and brightly colored pebbles. He noted that they seemed to have no purpose in their play beyond immediate pleasure in the activity itself. He compared their activity with that of the grown-up members of the tribe. The children played for fun; the adults worked for security and enrichment of their lives. The children dealt with bones, sticks, and pebbles; the adults dealt with food, shelter, and clothing. The children protected themselves from boredom; the adults protected themselves from danger.
'If I could only get these children to do the things that will give them and their folks better food, shelter, and security,' thought New-Fist, 'I would be helping this tribe to have a better life. When the children became grown, they would have more meat to eat, more skins to keep them warm, better caves in which to sleep, and less danger from the striped death with the curving teeth that walks these trails by night.'
Having set up an educational goal, New-Fist proceeded to construct a curriculum for teaching that goal. 'What things must we tribesmen know how to do in order to live with full bellies, warm backs, and minds free from fear?' he asked himself.
To answer this question, he ran various activities over in his mind. 'We have to catch fish with our bare hands in the pond far up the creek beyond that big bend,' he said to himself. 'We have to catch fish with our bare hands in the pool right at the bend. We have to catch them in the same way in the pool just this side of the bend. And as we catch them in the next pool and the next and the next.
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8 PART II: CONTEXT OF THE CURRICULUM engage in the socially disapproved practice of thinking.
This history question requires analysis of historical events, causes, and consequences. The detailed answer below provides context, evidence, and a well-structured explanation.