Argues that a continuous concern for intellectual education from primary school to university is one of the chief educational ways of pursuing autonomy as an ideal. Characteristics of intellectual education are delineated and counter-arguments are advanced against the criticism that intellectual education is one-sided. (RH)

The aim of education should be the development of morally and intellectually autonomous individuals. The opposite of heteronomy, which means being governed by someone else, autonomy means being governed by oneself. Moral autonomy results from the application of "sanctions by reciprocity" in the context of mutual respect between adults…

Proposes a model of teacher training that emphasizes the personal growth and professional development of the teacher. Stresses intellectual autonomy and a realization of social responsibilities. Considers the implications of the model for courses dealing with the psychological and philosophical foundations of teaching. (DMM)

Views education as vital in reducing violence. Emphasizes Piaget's view of the aim of education--moral and intellectual autonomy--as the way to teach children to resolve conflicts without resorting to violence. Discusses what Piaget means by autonomy, the changes it entails in classroom practices, and how these changes are likely to reduce…

Discusses beliefs about autonomy, curriculum, and reading that inform the teaching model of critical thinking. It suggests that teaching critical thinking in college as it has evolved into teaching of informal logic is not sufficient for actualizing the ideal of education for autonomy. (SM)

The Piagetian conceptualization of autonomy as the ability to decide between right and wrong in the moral sense and between truth and falsehood in the intellectual sense is considered as the aim of education. The implications of the goal of autonomy are discussed for school psychologists. (SLD)

Suggests that while doubting that the dichotomy introduced by Subbotsky can cover the entire domain of motivation, he should applaud the emphasis on the neglected but critical importance of motivation in developmental psychology, and the attempt to distinguish different types of motivation, even as contributors to a single behavior. (AA)

Examines two different types of human motivation, pragmatic and nonpragmatic. Experimental studies in preschool-age children in both the former Soviet Union and Western cultures are presented. Suggests that the two contrasting conceptions of human motivation lead to totally different practical strategies for transforming human motivation in…

A formative inquiry into the institutional dimension of educational leadership is presented. Based on the thesis that individual educational leadership is a myth derived from misconceptions about social institutions and from the failure of the institution of education to value intellect, the paper demonstrates that these shortcomings stem from the…