Examines the dichotomy between the affective and cognitive domains and the lack of support for art education in the school curriculum. Argues that, until school administrators view art as a mind building subject, it will retain marginal importance in the curriculum. Concludes that discipline-based art education will best meet the challenge. (GG)

This essay began with the recognition of the lack of coherence and unity within the high school curriculum. Interdisciplinary studies were examined as an attractive alternative; however, this approach was rejected as an impractical ideal. The objectives-centered approach was described as a practical and powerful solution. (Author/KC)

The organization and argument of this paper on the status of economic education in American schools today are essentially summarized in four observations. They are that: (1) the current emphasis of economic education is overwhelmingly cognitive and focuses on increasing student knowledge and understanding of our economic system; (2) available…

The paper describes a model to aid curriculum developers as they design futures curricula. The objective is to demonstrate how curricula can be holistic in perspective and balanced in provision for student future-focused role image as well as subject matter. The model, based on symmetry (within the individual and the curriculum), has seven facets:…

Many social studies curricula are based on John Dewey's principle that education should start from what the child knows and work outward from there. This paper suggests that social studies educators will make the pursuit of social studies knowledge more interesting if they tailor curriculum content to students' developing cognition. A three stage…

The purpose of this book is to examine current conditions for art education (what is) and ask the reader to think about what ought to be. By blending history, theory, and practice, the author attempts to provide a multifaceted model for art teachers to use as a starting point in their efforts to improve art education as we prepare to enter the…

Economic education can help elementary and secondary school students understand the dynamics of the American free enterprise system and the relationships among consumer, producer, and government. The economic education curriculum will help students most if it is structured as an upward spiral in which basic economic concepts are built upon and…

Teachers and curriculum developers should organize cultural materials within a conceptual framework which explains how to classify the behavior of any cultural group. This would help elementary and secondary students in social studies classes learn about their own and other cultures. This conceptual framework must represent all major realms of…