Problems with the ideological framework of the idea of accountability are discussed in terms of how "technological consciousness" requires that all elements be considered as reducible to objective measurable performance criteria, and that nonmeasurables be considered as "not real." (JMF)

The impact of the accountability movement is examined in terms of the defensiveness which such programs have caused among educators and its emphasis on what schools cannot do rather than what they can do. (JMF)

The school as a social system is examined as it is and as it ought to be. The author argues for more concern with the process of being and becoming rather than with outcomes in the accumulation of knowledge. (JMF)

Three dimensions of humanistic education are used to examine the idea of educational accountability: the systemic-organizational, the interpersonal, and the personal. Implications of the personal dimension of accountability are presented. (JMF)

An ecological model of accountability is presented as an alternative to the traditional "means-ends" approach. The essential differences between the two models in the use of goals are discussed and implications are offered. (JMF)

Discusses the actual subjects of study in science-technology-society (STS) education. The article looks at why it is being promoted, on what grounds, and by whom. It notes what alternative views compete with it, who will benefit, what constraints should be acknowledged, and what consequences can be anticipated. (SM)