In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of…

People dislike the Common Core for several different reasons, and so it is important to disaggregate the sources of opposition and to assess and then to dispel some of the myths that have built up around it. It also is important to understand the unusual political alliances that have emerged in opposition to Common Core implementation and how they…

Curriculum myths rise and fall based on contemporary educational and societal contexts. Twenty-five years after the first discussion about the myth of a single curriculum for the gifted, the myth is still prevalent. Its viability as a myth is a consequence of the current educational climate rather than empirical evidence that is gathered and used…

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in…

Criticisms of Howard Zinn's work on U.S. History are examined in the context of increasing emphasis on the idea of "American exceptionalism" in contemporary political and cultural discourse, and particularly the insertion of American exceptionalism into revised social studies standards for the state of Texas. Analysis focusing on the…

The evolution of several interrelated myths reflects a combination of misinterpretation of statistics, the commendable intention of ensuring that bias and prejudice do not play roles in the provision of services to underrepresented populations of gifted students, and misapplication of programming options for gifted students. Separately, these…

The main hypothesis here is that the notion of economic and social development has been misconceived by most stakeholders in matters of development. This misconception is the main cause of underdevelopment in Kenya, which leads to all the reasons most authors and commentators have given to explain Kenya's situation. Therefore, it is only possible…

Central to the argument about the influence of media on learning is how this influence is measured or ascertained. Conventional methods which comprise the use of true and quasi-experimental designs are inadequate. Several lessons can be learned from this observation on the media debate. The first is that, conventional methods of ascertaining the…

Cites common misconceptions about religion and science teaching in the United States. Focuses on the relevance of teaching the theory of evolution, and presents background information on each point. (DDR)

Delineates the myths, mysteries, and distortions surrounding rites of passage for African American youth and investigates the educational implications of these rites. The initiation process is examined, and the importance of carefully resurrecting these rites of passage to the socialization of African American youth is discussed. (GR)

"Writing across the curriculum," an educational objective of the 70s, has failed to impress itself as a significant reality on Canada's educators, especially in secondary schools. Reasons for this include a lack of understanding of the concept and its scope within institutions and misconceptions about the English department's role. (JMM)