About the Brandwein Institute

Paul F-Brandwein (1912-1994)

Paul F-BrandweinAuthor, Scientist, Teacher, Humanitarian, Philosopher, Conservationist
Bibliography of Paul F-Brandwein's Texts

Scientist

Born in 1912, Paul F-Brandwein emigrated from Austria prior to WWII. Paul's interest in science began quite early, partially owing to the time he had spent in hospitals as a young man for childhood arthritis. Though the condition cut short a career in piano, his love for the instrument remained strong throughout his life. PFB became an assistant at the Littnauer Pneumonia Research Laboratory in New York where he worked while completing his bachelor of science from New York University. This early start in original research had a great impact on the direction of his studies and philosophy on education. By 1940, upon completion of his masters and doctorate studies at NYU, PFB was secure in the belief that "the best way to encourage the young in science was to help them early to do original work".

Teacher

Paul's experience as an educator began at George Washington High School. He moved on, through the 1940's and into the mid 50's, to serve as a member and later as chair of the science department at Forest Hills High School. Here he piloted a program encouraging students to do original work in science. It has been suggested that more of Paul's students won the prestigious Westinghouse Science Talent Search that those of any other teacher.

Author

An accomplished author, PFB began publishing science textbooks in 1946, revolutionizing the way science was taught throughout the country. Disappointed with lecture and textbook based teaching, Paul developed classroom materials based on investigation, research, and analysis. His widely used grade-specific series, Concepts in Science, pioneered the style of hands-on, investigative, science education that generations of children have come to experience as the norm. Even so, Paul remained aware of the limitations inherent in any textbook. To forward innovative education methods he joined with scientists and educators on the Sputnik science project. Additionally he served on the Steering Committee of the Biological Sciences Curriculum Study, as chair of its Gifted Student Committee, and as consultant to the Physical Science Study Committee. Through these committees, PFB strengthened the presence of programs designed to interest high school students in science through "originative" inquiry.

Humanitarian

Always concerned with and committed to a vision of equity in education, PFB strived to improve education for the students he believed to be most neglected: the disadvantaged and the gifted. He once said, "We do pretty well for the 80 percent of the students in the middle. But the 10 percent at the top and the bottom: we grind them under our feet!" Based in his belief of equal access to opportunity, he promoted self-selection by interested students- rather than assignment based on testing.

Philosopher

Lifelong research and experience with education led Paul to develop the concept of an "ecology of achievement" whereby "the school-community ecosystem acts in mutualism with cultural and university ecosystems." With this scientific analogy to the relationships of students, educators, scientists, and the community at large, PFB expresses the necessity for integrating education with life and community. Drawing a distinction between "schooling" and "education" PFB emphasized the impact of the community on the school rather than vice versa. Refusing to allow schools to shoulder the blame for society's ills, he saw the quality of schools as symptomatic of the state of the community. "Specific communities get the kind of schools their economic and social conditions permit; it is simplism itself to blame schools for the plight of the community or of society."

Conservationist

In addition to his involvement with primary and secondary education in America, PFB participated in many roles with graduate and undergraduate institutions throughout the world. He became education director and later co-director of the Pinchot Institute for Conservation Studies at Grey Towers in Milford, Pennsylvania. This position combined his interests in education and conservation. The property where he and his wife, Mary, made their home was also intended to realize this commitment to conservation. The Rutgers Creek Wildlife Conservancy established by Paul and Mary has been administered by the Brandwein-Morholt Trust since Paul's death in 1994. In affiliation with the Pocono Environmental Education Center, the Conservancy serves as a site for educational programs and research. The Paul F-Brandwein Institute advances Paul's intention for the land as a place of learning and discovery for students, teachers, scientists, and those interested in natural systems and the environment.

Bibliography of Paul F-Brandwein's Texts

Books at the U.S. Library of Congress

  1. (1939). Manual of biology (and Douglas Marsland). New York: H. Holt and Company.
  2. (1940). Infection studies on the covered smut of oats. Lancaster, PA.
  3. (1950). Science for better living, complete course. New York: Harcourt, Brace.
  4. (1952). Science for better living, complete course. New York: Harcourt, Brace.
  5. (1953). You and your inheritance: Science for better living. New York: Harcourt, Brace.
  6. (1953). You and your world: Science for better living. New York: Harcourt, Brace.
  7. (1955). The gifted student as future scientist: The high school student and his commitment to science. New York: Harcourt, Brace.
  8. (1955). You and science: Science for better living. New York: Harcourt, Brace.
  9. (1956). You and your inheritance: Science for better living. New York: Harcourt, Brace.
  10. (1956). You and your world: Science for better living. New York: Harcourt, Brace.
  11. (1958). Teaching high school science: A book of methods. New York: Harcourt, Brace.
  12. (1958). Your future in science: The challenging opportunities awaiting you in exciting new fields (and Morris Meister). Chicago: Science Research Associates.
  13. (1960). Teaching science through conservation (and Martha E. Munzer). New York: McGraw-Hill.
  14. (1960). You and science: Science for better living (New ed.). New York: Harcourt, Brace.
  15. (1960). You and your resources: Science for better living. New York: Harcourt, Brace.
  16. (1960). You and your world: Science for better living (New ed.). New York: Harcourt, Brace.
  17. (1962). Teaching high school biology: A guide to working with potential biologists. Washington, DC: American Institute of Biological Sciences.
  18. (1962). The teaching of science: The teaching of science as enquiry. Cambridge, MA: Harvard University Press.
  19. (1964). Exploring the sciences. New York: Harcourt, Brace, and World.
  20. (1964). The world of living things. New York: Harcourt, Brace, and World.
  21. (1964). The world of matter--energy. New York: Harcourt, Brace, and World.
  22. (1965). Substance, structure, and style in the teaching of science. New York: Harcourt, Brace, and World.
  23. (1966). A sourcebook for the biological sciences. (and Evelyn Morholt) (2d ed.). New York: Harcourt, Brace, and World.
  24. (1966). Notes towards a general theory of teaching. New York: Harcourt, Brace, and World.
  25. (1968). Energy: Its forms and changes. New York: Harcourt, Brace, and World.
  26. (1968). Life: Its forms and changes. New York: Harcourt, Brace, and World.
  27. (1968). Substance, structure, and style in the teaching of science (Rev. ed.). New York: Harcourt, Brace, and World.
  28. (1969). Toward a discipline of responsible consent: Elements in a strategy for teaching the social sciences in the elementary school. New York: Harcourt, Brace, and World.
  29. (1970). Invitations to investigate: An introduction to scientific exploration (1st ed.). New York: Harcourt, Brace, Jovanovich.
  30. (1970). The social sciences: concepts and values. New York: Harcourt, Brace, and World.
  31. (1971). Teaching elementary science through investigation and colloquium (and Brenda Lansdown). New York: Harcourt Brace Jovanovich.
  32. (1971). The permanent agenda of man: The humanities: A tactic and strategy for teaching the humanities in the elementary school. New York: Harcourt Brace Jovanovich.
  33. (1975). Teaching gifted children science in grades seven through twelve. Sacramento: California State Dept. of Education.
  34. (1977). The reduction of complexity, substance, structure, and style in curriculum. New York: International Center for Educational Advancement.
  35. (1980). The United States: Living in our world. San Francisco: Center for the Study of Instruction; New York: Harcourt Brace Jovanovich.
  36. (1981). Memorandum: On renewing schooling and education. (1st ed.). New York: Harcourt Brace Jovanovich.
  37. (1986).A sourcebook for the biological sciences (and Evelyn Morholt) (3rd ed.). San Diego: Harcourt Brace Jovanovich.
  38. (1989). Gifted young in science: Potential through performance (Ed. with A. Harry Passow, Deborah C. Fort, and Gerald Skoog) (1st ed.). Washington, DC: National Science Teachers Association.
  39. (1995). Science talent in the young expressed within ecologies of achievement. Storrs, CT: National Research Council on the Gifted and Talented.