Argues that the heterogeneity of morals and aesthetics in contemporary pluralistic cultures, and the consequent concentration on individual self-interests, is a threat to democratic ways of life. Discusses people's problems appreciating the values of democratic forms of life and accessing public life under the condition of postmodern mass…

Argues that because democracy, education, and discussion are interrelated and seek to promote human growth, ways must be found to involve children and adults in frequent discussions. Focuses on democratic education, including the barriers, functions of discussion, and dispositional ideals for classroom members. Concludes that discussion is an…

Asserts that history for primary-level children should be organized around key ideas that characterize the field of history. Maintains that such everyday concepts such as time, change, the continuity of human life, and the past can be taught to young children and can be used as a foundation for later historical thinking. (CFR)

Provides an insightful examination of the school rituals, pressures, and socialization that contribute to the construction of a male gender identity. Includes a lengthy discussion by three male preservice teachers about their own experiences with socialization and gender identity. (MJP)

Discusses the relationship between teaching women's history in the Netherlands (where it is a compulsory secondary education subject) and the self-concept of women students. Examines three levels of women's history content included in the curriculum. Includes verbatim responses to the course from women students. (MJP)