Excerpt from Vito Perrone’s “A History of Teacher Education at UND”

English Version

The New School

The New School program—the community it established, the strong commitments it engendered, the educational activities it fostered—was unique in myriad ways, deserving of a careful historical review. Within the context of this Centennial review, such a history would be inappropriate; however, I will attempt to provide sufficient substance to give the New School some significant meaning without turning it into a quasi-memoir. It needs to be acknowledged that this discussion contains considerably more detail in relation to academic and clinical studies than has been the case in the history outlined thus far; in large measure, this is related to my intimacy with it and also because it is a history that is critical to an understanding of the Center for Teaching and Learning, the current entity responsible for teacher education.

When the University of North Dakota made the decision in the fall of 1967 to go forward with the New School, there existed only a limited sense of how to proceed. There was a conception of an exchange program—master’s interns replacing less-than-degree teachers who would join other specially selected undergraduates at the University and an alternative program for doctoral students. There also developed during the February-June 1968 period a conception of advocacy around more informal approaches to education,individualization, greater intensity in learning practices within the schools, and interdisciplinary educational formulations at the teacher training level.

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