Evaluation has two clear and distinct segments. Evaluation in cognition applies to the constant reevaluation of the internal processes of the organization. Evaluation is also a system of valuing those things with which the organization is primarily concerned. Therefore, the broad area of evaluation is both the self-evaluation of the processes of…

A primary concern of teachers should be teaching students to value, to intellectually understand, and critically appraise values of three types: procedural, behavioral, substantive. (Author/SE)

This article examines some of the common criticisms of behavioral objectives and attempts to offer possible clarification regarding the nature and value of such objectives." (Authors/AK)

Everything begins with subjective states,'' is the basic position of Phenomenology, and only through subjectivity can ultimate reality be reached. Behaviorism, on the contrary, sees mind'' as part of the material world and behavior as determining man's essence. Change is attained by altering behavior which leads to changes in attitudes. The best…

Objectivity should be an aim of all historical study despite the difficulty in attaining it. By measuring events, documents, or personalities against the standards of the era in which they occurred, students move one step closer to objectivity. Study of time perspective is a social studies skill. (Author/VW)

Address at the 52nd Annual meeting of the National Council for the Social Studies.

An aesthetic education has many objectives, all of which must be taken into consideration when attempting to develop a suitable art curriculum. (CK)

Many teachers attempt to ignore value questions in the social studies classroom, emphasizing intellectual development alone. Through actions and selection of topics and materials, however, a teacher suggests that he believes in certain ideas and events and, therefore, teaches values. The key issue here is not whether values should be taught, but…

Outlined are three instructional models that were developed in a pre-service social studies course for junior year education majors. These interrelated models are structured as heuristic paradigms so that different types of content can be included within relevant areas. Specific attitudes, concepts, and skills are related to appropriate content…

Presented is background information related to the third round of science assessment activities (1976-77) conducted by the National Assessment of Educational Progress (NAEP). Chapter one contains a description of the overall assessment plan, the general framework of objectives, criteria for selecting objectives, and procedures used for developing…

Stresses that values and moral education can be compatible with content-oriented social studies instruction. Explains how teachers of junior and senior high school students can assist students to use problem-solving and decision-making processes to make rational decisions, clarify values, and understand content. (Author/DB)

This book on the process of philosophic thought as it relates to physical education is divided into four parts. The first part, "Philosophy as Action," aims to help the student to develop and refine his ability to philosophize, to direct reasoned beliefs toward a goal, to see that reasoned beliefs derive from thinking, to avoid error and dangers…