First, I review the context for the need of new deliberative models, specifically agonistic deliberative models, for public discourse and for use in training students for public discourse. I then highlight five specific points that I trouble and enrich, principally through the work of Giroux, Arendt, Biesta, and Duarte. While I agree that there is…

Has the wave of the open web crested? What does "open educational technology" look like, and does it stand for anything? In this article, the authors discuss the rise of open educational technology. The present range of Web 2.0 service providers offers a self-evident strategic technology framework. Without much effort, online teachers and learners…

This article presents the authors' critique of lessons proposed by the Partnership for 21st Century Skills (P21). The authors initiate a discussion about content that they hope will play out in schoolhouses and statehouses across the country. They take on a different task: they present a handful of lesson ideas from P21 that could enhance studies…

This essay argues that teachers would be more effective at promoting students' willingness to work hard at course content that seems to them remote and abstract if teachers explicitly presented that content to students more as a means to their education rather than as the aim of their education. Teachers should confront the fact that most of the…

The University of Georgia model curriculum to prepare students to work with mentally retarded older adults has six units: population overview, physiological issues, mental health issues, social support systems, service delivery networks, and legal/ethical issues. (SK)

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts--ways of seeing and understanding problems so that they "become" different kinds of people. "Serious games" coming from business strategy, advergaming, and entertainment gaming…

A theory of art education is suggested which is likened to the facets of Rubik's cube. The parts of this theory include understanding the value of art in education, giving visual form to ideas, responding to visual information, planning and teaching, and evaluating art learning. (IS)

When less able students receive favorable instructional techniques and an educational program organized by underlying principles, they may achieve at the higher mental and/or complex skill levels achieved by very able students. Organization of content in the areas of mathematics, psychomotor, and games is discussed. (RL)

The hourglass model approach to public policy issues in extension education includes (1) selection of mega-issues; (2) formation and reporting of study groups; (3) a symposium; (4) synthesis and revision of symposium and study group outcomes; and (5) extension/outreach to broader audiences. (SK)

Emphasizes that the theme of safety should be built into each outdoor education course as a thread tying all the skills together. Examines the make-up of the Red Cross Basic Canoeing course as a model to illustrate this point. (NEC)

This article offers a curriculum scheme which responds to the nonverbal and intuitive character of learning in the visual arts and which is framed to deal specifically with content in the visual arts. (Author/SJL)

Although women comprise the majority of social work clients, most psychological models of assessment and intervention are based on male psychological development. Feminist theories and therapies have turned attention to female development and its differences from male progression. A psychotherapeutic model for practice and education that allows…

Identifies concepts relevant to technology transfer as a subject of study, including technological developments or modifications, and social, political, economic, personal, and cultural barriers to transfer. Describes issues such as appropriate technology and timing of innovations. (SK)

A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

The logic of an educational subject does not necessarily follow the logic of science. The natural order of a science curriculum need not be the best pedagogical order. The same course content can be realized via several isomorphous structures of equal value and consistent with the existing logic of science. (SM)