The concept of “machine” has been generally taken to stand in opposition to that of “man.” However, when the remarkable progress of machines in recent times is considered, the very notion of “machine” fitted to recent models of the machine is seen to be in desperate need of reform.
At the heart of the new theories on machines are notions, such as that of “feedback”, which can formally and structurally be applied to the actions of reflection, consciousness, and the like in man. Consequently, it has become possible again to work out an explanation, based on machine theory, of various problems relating to man and philosophy.
One of the characterisitics of machines containing “feedback” systems is that of “presentation”, a concept which was used idealistically and dialectically by Hegel and Marx and can serve as an aid in explaining the laws of hitorical and social movements. The problem of “subjectivity, ” which was the target of much criticism in older machine theories, is, thanks to the new theory, no longer a problem.

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A teaching machine is an educational tool designed to provide a program enabling a student to approach a desired educational activity by gradual steps and, by multiple reinforcements of the student's responses immediately after he has given them, to increase learning efficiency. Teaching machines deffer from audio-visual devices in that they envisage individual direction and provide an immediate feedback to the student's responses.
The teaching machines which are now being used are divided into two types, according to their response mechanism : the Pressey model (Recognition system) and the Skinner model (construction system). The effective use of either or these models depends on appropriate programming of the teaching materials used. A “program” is so devised that the student is led to follow cues and prompts which gradually reduce the successive steps necessary for the learning of the apportioned material, which must be so arranged that the student can have his correct responses reinforced at each step and thus reach his learning goal.
Teaching machines not only increase learning efficiency and reduce the teacher's burden but also make possible an empirical analysis of the learning process. As a consequence of this union of educational science and practice a shift in educational emphasis-from teacher-centered to student-centered learning-can be expected.

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In considering the relation between science and education, I have investigated, first of all, the formative base of science in the matrix of real life. Human life is predicated on the basis of material production, and production demands scientific knowledge about nature. Natural science, as progressively applied in technology, contributes to the raising of production, but as soon as certain patterns of social relations come into existence, a relation of contradiction between science and man begins to appear. To overcome this contradiction, social science is necessary. Both natural and social science are means to the end of man's full human realization. If we cosider this matter from the viewpoint of freedom, we can say that man, as an end in himself, develops all his powers on the basis of the planned administraction of production. This self-development is the peak of human freedom.
Using such considerations for my basis, I have proceeded to investigate the meaning and content of polytechnicalism as stressed in the educational theory of Marxism.

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In the education of modern schools scientific and art education hold a central place. However, if we look at the amount of time alloted to each. subject, we see that these two fields of study are merely treated as two in a string of subjects, just as they were in the schools of yesteryear despite the fact that there is no solid reason for so continuing.
The reason for this lies in the fact that art education is not able to show a clearly outlined content when its purpose is compared with that of scientific education. Actually these two subjects, though both are based on a desire for the understanding of things, are very dissimilar in character. In scientific education abstract thinking and rationality are fostered, but the character of art education is to reject the tendency toward abstract thinking and to stress the direct apprehension of objects. Starting from the difference between these two kinds of education I consider what kind of gap is thereby produced in the student's thought.

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The theme of progressive and continuous growth, one of five conspicuous in the educational legislation of England, was the first to be formulated in the development of that country's education. Both social and individualistic factors are to be found therein.
This them blends cosiderations of social justice which underline the norms of natural law embodied in the educational legislation with insistence on positive activity to provide a firm base for the solution of all the problems raised in the educational philosophy of our times. Hence, this first theme with its characteristically English conception of education as progressive and continuous growth may, by reason of its historical background and its positive attitude torards modern questions, be acknowledged as qualified for consideration as a proposition with claims for universal recognition. It may likewise be considered as a expression in the field of education of social justice for all. Finally, this first theme is ultimately reducible to the fifth them, that on freedom.

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