Primary purpose of schools, according to the author, is fostering intellectual development in all children. (MB)

The purposes of contemporary affairs education are to (1) provide for full intellectual development of students, (2) make school experiences relevant to real life, and (3) extend democratic institutions by developing an informed, curious citizenry. (Author/AV)

Considered the need for involving teachers in the long range benefits of developing musicality in children. (Author/RK)

Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)

Schools exist to prepare non-adults and adults for various functions in the community. The five aims discussed here are: (a) duties of a citizen, (b) professional work, (c) participation in social life, (d) private life, (e) organization of leisure. (JB)

In this paper it is shown that one's conception of intelligence and its development profoundly affects the formulation of educational objectives. A mechanistic conception of intelligence leads to the definition of objectives as a collection of fragmented "cognitive skills" that have little to do with children's development of intelligence. A…

This essay began with the recognition of the lack of coherence and unity within the high school curriculum. Interdisciplinary studies were examined as an attractive alternative; however, this approach was rejected as an impractical ideal. The objectives-centered approach was described as a practical and powerful solution. (Author/KC)

The field of early childhood education has long been marked by intense controversy concerning appropriate curriculum and teaching methods and goals. This paper explores some implications of the traditional dichotomies of the field and suggests that while there are many reasons to resist the side that advocates formal academic instruction, it does…

The structure and results of a college faculty workshop in designing subject-area courses to promote critical thinking skills and intellectual development are reported. (MSE)

Examines the appropriateness of the concept of "key skills" in higher education in the United Kingdom, as defined by the 1997 Dearing Commission report, and the processes required to achieve this ideal in the current higher education environment. The report distinguishes between high-level intellectual skills and the key skills of…

From the academic--or instructivist--perspective, the young child is seen as dependent on adults' instruction in the academic knowledge and skills necessary for a good start for later academic achievement. This perspective is in direct contrast to the active and interactive curriculum assumed by proponents of the constructivist approach. This…

The philosophy underlying the African Primary Science Program, according to the author, is that the essence of science is not merely the statement of principles; it involves the struggle to find out about the material world. This program sought to develop the intellectual alertness of the children, and improve their questioning, and problem…

Highlighting some of the newer understandings about the nature of giftedness, the goals of educating gifted children, problems of identification and motivation, and development of giftedness during the preschool years, chapters are devoted to the development of creative readers and to the teaching of research concepts and skills. The final chapter…

This handbook for educators and parents discusses the need to include philosophy in the elementary classroom. The authors point out that as a question-raising discipline, philosophy is appropriate to guide children's natural inquisitiveness through the educational process. It encourages intellectual resourcefulness and flexibility which can enable…