The behavioral objectives movement is a theoretical throwback to the defunct school of radical behaviorism and assumes an empty pupil. (Author)

An approach to curriculum design is discussed. (CK)

Outlines the values and merits of interdisciplinary instruction. (Author/RK)

Uses an allegory involving prehistoric educators to examine how goals and objectives are developed and how they become entrenched and resistant to change. (JC)

Article attempts to close the gap between the terms "humanities" and "humanities education," between scholars and practitioners, between a body of content for study and the process by which that content is taught. (Author/RK)

The author of this article states that one of the more troubling aspects of contemporary American culture is the considerable number of persons who feel no obligation to support freedom of speech and/or freedom of the press. Those who disagree are perceived as dangerous. There are right answers and wrong answers, and to suggest that one might…

Article focused on current programs dealing with the future, and the development of students so that they can better understand the problems of today as the challenges of the future. (RK)

If one is to know himself and be of some value to society, he needs early in life to learn to be accountable for his actions and his ideas. Suggests that responsibility as an educational philosophy could produce an individual who is an accountable figure and one who would have a stronger place in the world in which he lives. (Author/RK)

History lends itself to story-telling. English is replete with literature which uses an historical basis. In justifying the premise that English and history can be taught as a single unit, four examples were given where history and literature complement each other. (Author/RK)

Asserts that history teachers can make the study of history relevant to students by emphasizing the centrality of people in history. Examines ways to achieve cultural literacy while avoiding some of the inherent pitfalls. (NH)

Investigates the cognitive and affective student learning outcomes of 16 semesters of a mastery learning approach in teaching business and distributive education classes. Concludes that mastery learning does produce successful learning experiences for at least 80% of the students. Provides mastery learning teaching strategies. (SRT)

Articulated reading programs are critical toward promoting reading attainment. What constitutes the program components to be articulated is an essential question for consideration in the attainment of that goal. Suggests the factors necessary to develop well-articulated reading programs. (Author/RK)

Presents an outline of a number of curriculum modifications and adaptations that can be relatively simple to implement at the middle school level in order to individualize instruction in mainstreamed classrooms. (FL)

Lists three suggestions for helping teachers resolve the problem of how to endow a subject-matter discipline with the spirit of liberal education. (Author/RK)