Abstract

The problem of evaluating the experience and language activities compatible with the through philosophy or a response-centered curriculum was met partially by the development of the Experience-Language Context Inventory (ELCI) . Squire (1969) called for the application of work on interaction analysis (Flanders 1966) to English. Yet, since the Dartmouth Seminars on Education which expounded the growth through English philosophy (Dixon, 1967; Muller, 1967), the empirical studies and methods necessary to qualify and quantify the philosophy have been lacking. Silberman discussed the lack of statistics in an interview with Sir Alec Clegg (1971) . The work by Purves (1972) on a response-centered curriculum explained the difficulty that the humanism of the philosophy has when confronted with the behavioral demands of accountability.