Presents a rationale and framework for reconceptualizing the present and future practice of home economics based upon the perception of home economics as a unified field concerned with home and family. The framework combines historic and contemporary views of home economics that integrate professional involvement over time, place, and role. (JOW)

Recasts home economics using systems theory, social construction, and feminist principles in terms of private/public (Hestian/Hermian) space. Suggests that this framework provides a nongendered vocabulary with which to look at family and state as interacting, self-regulating systems. (SK)

Calls for recognition of the social and educational factors that perpetuate technical approaches in education, for the need to revise our own perspective of families within critical and interpretive modes, and for the need to clarify the role of family studies within general education. (JOW)

Examines the rationale for family studies education, the state of the discipline in school curricula today, and possible future directions educators might consider when planning new family studies courses. (NRJ)

Family and consumer science professionals have an obligation to influence policy that affects the quality of family life. They should develop deeper understanding of why policies sometimes have unintended consequences and should conduct family impact analyses and assessment statements that can heighten the awareness of policymakers. (SK)

Family and consumer sciences educators should integrate death and dying content to help adolescents deal with these issues. They should assess their own knowledge, attitudes, beliefs, values, and communication skills for dealing with this subject matter. (SK)

Value transformation in home economics may be approached in three ways: How are values changing? How should values be transformed? How can values be transformed? While home economics may be involved in all three approaches, it is the latter two that are the most critical. (Author/CT)

Examines Heidegger's two forms of caring as a framework for looking critically at the understanding of caring. Explores the meaning of caring from the perspective of students and a family studies teacher in the everyday life of the classroom. (Author/JOW)

An ongoing concern in family life education is the preparation of family life educators. Because many are inadequately prepared, attention has been given to standards for training and certification. Some implications of these guidelines are noted. (JOW)

Describes the state of home economics in two developing countries, Malawi and Guyana. (NRJ)

Looks at the phenomenon of dual-career families from a personal basis. Reviews the realities and expectations of both spouses and suggests positive approaches to handling family life. (Availability: CHEA National Office, 151 Slater Street, Ottawa, Ontario K1P 5H3) (JOW)

Using family systems theory as the unifying framework for teaching family studies to junior and senior high school students provides a tool for helping them understand families and family issues from a broader perspective than is possible in a unifocal approach. (Author)

A conceptual model for home economics is composed of four components: (1) the goal of home economics (optimum family and individual life); (2) the intervention process; (3) the disciplines working to achieve the goal; and (4) environmental influences (natural, human behavioral, and human-constructed environment). (JOW)

Discusses the situated nature of everyday human action in households. Compares the contribution of different scientific paradigms (empirical, interpretive, and critical-emancipatory) to the study of household activity. (Contains 40 references.) (JOW)

The philosophies of both home economics and Canadian aboriginal people include respect for reciprocal relationships between families and the environment, empowerment, systems perspective, and equality in family structures. (SK)