PT  - JOURNAL ARTICLE
AU  - Minuchin, Patricia
TI  - Correspondence
AID  - 10.17763/haer.41.3.5740g135u9w47383
DP  - 1971 Sep 01
TA  - Harvard Educational Review
PG  - 360--363
VI  - 41
IP  - 3
4099  - http://harvardeducationalreview.org/content/41/3/360.short
4100  - http://harvardeducationalreview.org/content/41/3/360.full
SO  - herp1971 Sep 01; 41
AB  - Michael Wallach does not believe that differences in educational philosophy and their associated practices are important. His review of our book, The Psychological Impact of School Experience (HER, May 1970), gives a simplistic picture of the study and of the related educational and psychological issues. He questions whether comparative research should be done at all and argues instead for "high quality schooling, whatever its philosophical approach." We have taken the position that the issue of differential impact is crucial in education, and that the definition of "high quality schooling"—which is indeed a value choice—can come only from explicit consideration of the psychological implications of different approaches and from considerably more knowledge than we now have about the actual consequences of differences in orientation and practice.