Explores the nature of historical thinking, asserting that no intrinsic differences characterize how people understand ideas. Suggests history's role in the social studies is to inspire creative inquiry into past cultures and into oneself. Examines mythology's power to teach what is timeless and quintessentially human. Highlights Joseph Campbell's…

Asserts that all students should know that African Americans make up an integral part of U.S. history. Reviews two books, "In My Father's House: Africa in the Philosophy of Culture," by Kwame Anthony Appiah and "Lure and Loathing: Essays on Race, Identity, and the Ambivalence of Assimilation," by Gerald Early (ed.). (CFR)

Maintains that, in spite of its cosmopolitan origins, U.S. sociology is regarded widely as parochial in its outlook and concerns. Discusses factors contributing to the intellectual isolationism of U.S. sociological research and pedagogy. Provides suggestions for internationalizing the sociology curriculum. (CFR)

Taking the premise that curriculum design embraces the historical introduction of "order" into schooling, this paper considers theories of curriculum order since the 16th century. Calvinist social discipline brought a curriculum of schooling to be followed and to be completed as well. Peter Ramus, a 16th century professor, reshaped…

This monograph, part of a series that attempts to bring a particular intellectual perspective to bear on the practical problems of administering education, points out that educational administration as a field of study is of limited use in coming to terms with the complexity and value-laden nature of educational practice. Language and cultural…

Presents a crucial German essay, originally published in 1958, that defined and introduced didaktik to a new generation of educators. In this incarnation, didaktik represents an educational approach that incorporates critical thinking (as defined by Adorno and Habermas) into both content and instruction. Briefly outlines the essentials of didactic…