The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black…

Contends that if open education is to succeed, it is essential to move beyond the traditional curriculum. (Author)

Argues that the humanism movement is imperiled by ill definition, misunderstanding, and resistance. The author redefines it and calls for "real" humanists to advance the cause. (Author)

Ridicules the curriculum advocated for open education by Arthur E. Salz in a prior article. (See EA 504 733.) (Author/JF)

An account of recent attitude and policy changes concerning pregnant students. The author appeals for an approach that opens futures and promotes inclusion and affection. (Author/JF)

Parents, professional educators, boards of education, legislators, and the general public are justifiably questioning the monies spent on education, school efficiency, what schools are actually accomplishing, and who controls the results of schooling. However, accountability, as envisioned by its major supporters, will address none of these…

In the February '74 Kappan, Arthur Salz and Mortimer Smith argued Salz's case for a renewed effort by educators to put progressive education into practice, as an extension of the open classroom idea. Here Mr. Salz rebuts Mr. Smith, who, in turn, has a last word. (Editor)

The real community school is organized around basic life concerns and the problems of living. Hence, it cannot be confined within four walls. (Author)

In a companion article, Robert F. Bundy criticized accountability as being a contrived smokescreen to confuse the public and district attention from the real issues facing American schools. He called for a deschooling and deprofessionalization of American education. Critiques his views. (Author/JF)

Discusses the philosophy of career education and suggests that the focus should be directed away from traditional industrial values that emphasize production and consumption to more humanistic values that reduce competitiveness and soften the distinction between work and leisure. (Author/DW)

In order to study man with any hope of accuracy, the anthropologist must overcome his own ethnocentrism and learn that he must not intervene in the affairs of a people while studying them. The critics of education, as well as educators, should learn how to engage in this process. (Author/JN)

Considers the problems of articulation within the contexts of racism, changing lifestyles, student activism, and educational dehumanization. (EA)

Examines two incompatible points of view on the future--the superindustrial world view and the postindustrial world view--that illustrate the power of images of the future in shaping the structures and practices of education; and looks at the moral choice these two views offer educators. (Author/IRT)

Argues that it is essential that alternative schools continually ask themselves: What is learning?'' Suggests that such schools must view the way the student values himself and his needs, the way he relates to other people, and the way he operates within the educational institution -- given the variables that will affect what a student learns at…

Competition, in classrooms as on the athletic fields, could destroy childhood and distort an entire lifetime. In an educational institution there is no need for grading, promotion, ranking, tracking, or labeling. A tremendous burden would be removed if teachers could teach without "evaluation," if people would come to school to learn rather than…