Teachers over the world over are seeking creative ways to respond to the problems and possibilities generated by globalization. Many of them work with children and youth from increasingly varied backgrounds, with diverse needs and capabilities. Others work with homogeneous populations and yet are aware that their students will encounter many…

Presents and analyzes a previously unknown document that reveals controversy within the Brandenburg school authority in 1816 about the Suvern syllabus. Explains that the argument arose between representatives of two opposed conceptions of education and concerned subject matter to be taught and curriculum. Raised questions about the entire…

A study was done to broaden the understanding of how medical school programs can integrate the biomedical and psychosocial domains and to gather information for curriculum and program development and evaluation. The study used an exploratory, qualitative research approach and collected data through interviews with 22 expert medical faculty and…

This study examined curriculum deliberation and decision-making in higher education through selected interviews with 11 university teachers in 11 different disciplines. All were full-time and tenure-track or already tenured. After completing individual interviews the participants gathered for a culminating discussion. Examination of the data found…

Serious attention should be paid to analysis of the ideological, social, and educational factors that influence Israel's secondary school curriculum. The values of the kibbutz and its educational system are not included in existing school courses and should be integrated into the social studies curriculum. More than 400 curricula, used in schools…

This study was designed to test a less labor intensive data collection methodology than the extensive interview system developed by the University of Michigan currently used to show the relationship between faculty rationale and course description. Subjects (N=210) were randomly selected faculty members each of whom was responsible for teaching…

Provides a reaction by three economic educators to an article by Raymond C. Miller calling for the elimination of economics. Contends that traditional economics does not necessarily lead to the degradation of the environment. Argues that economics should not promote any set of social values. (CFR)

Supports the arguments in the author's earlier article in which he calls for ending the teaching of economics. Maintains that criticism of his views are based on faulty understanding of neoclassical economics. Concludes that economics cannot be value-free, and environmental concerns must be addressed in economics and social studies education. (CFR)

Examines the arguments that students should determine their own curriculum. Reviews the case for student autonomy based on philosophical anarchism and Immanuel Kant's views on autonomy. Argues that curriculum should be a result of the shared autonomy of students and teachers. (CFR)

Reports observations of Germany's teacher education programs by an Irish teacher educator. Describes lessons on curriculum design and planning instruction. Contends that German teachers believe that education should develop self-confident, knowledgeable students who will be active participants in a democratic society. (CFR)

This paper synthesizes the findings and conclusions of reports from previous studies carried out by Unesco's Institute for Education concerning issues of integration, balance, and relevance in the content of general education. This synthesis identifies and develops guidelines based on the previous studies and is designed for use by curriculum…

Provides an introduction to the German educational theory of didaktik. Didaktik emphasizes critical thinking incorporated into content instruction. Although originally developed in the 19th century, didaktik has enjoyed renewed popularity within the last 10 years. Discusses the history of the theory and its impact on U.S. pedagogy. (MJP)

Reviews trends in second-language instruction in England during the late 1800s. Maintains that classical languages were considered "boy's subjects," whereas modern languages were taught to girls. Asserts that educational reform of both all education resulted in the redefinition of modern languages as curricular subjects. (CFR)

The homogeneity of the Japanese people is a major component in their educational achievements. The success of the educational system is linked to various factors, such as the state of the national health, the excellence of the transportation system, a common language, and other cultural attitudes and values. Parents are considered responsible for…

Reviews recent literature concerning subject choice and curriculum planning. Charts a centrist course between classical humanist ideology and radical reform that would place all power in the hands of students. Maintains that young people need a balanced mix of guidance and freedom. (MJP)