Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers' practical knowledge. The purpose of this article is to conceptualize teacher action research as "Bildung," applying Gadamer's philosophical hermeneutics as a theoretical…

This article discusses the transition from philosophy to psychology as the main source of inspiration for education during the mid-twentieth century in the Netherlands, situated between Germany in the east and the English-speaking world in the west. Claims have been made that educational theory in the Netherlands was dominated by German philosophy…

The main points made by Clarke and Mearman about Winch's article, 'The Economic Aims of Education,' are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational…

Discusses (1) what is meant by educational practice and empirically based theory; (2) the mutual dependence and independence of social based scientific theoretical formulations; and (3) the differences between theory and practice on the problem created by their similarities. (SA)

Presents a conversation between philosopher and educator Paulo Freire and two mathematics educators from the University Sao Paulo, Ubiratan D'Ambrosio and Maria do Carmo Mendonca. (ASK)

Discusses the problems of technicians in making the transition to a training position. Describes development of a personal philosophy for technical training. (CH)

Austin MacCormick's 1931 model for correctional education is applicable in today's prisons. It describes the program, facilities, teaching staff, and curriculum, which includes literacy, math, social sciences, health, vocational, social, and cultural education. (SK)

Discusses the varying degrees to which members of the Philosophy of Education Society (PES) have demonstrated a philosophical interest in educational reform and political trends over the years. According to papers presented at annual meetings, there is a striking neglect of initiatives toward educational reform in the United States. (SM)

The authors discuss the use and development of a working philosophy for extension professionals. (CH)

Examines how modern ideals of individualism and critical reflection contribute to beliefs associated with nihilism. Argues that emancipatory views of education foster self-directing individualism and critical thought that contribute to nihilism problem. Concludes that emancipatory approaches should be based on the idea of the individual as a…

A Navajo hogan is used as a metaphor for examining educational concerns of Leta Hollingworth (1886-1939). The six walls are concern for the individual, recognition of special abilities, objective observation, wit/humor, friendship, and vision. Space within the hogan reflects educational concerns with space, time, multiplicity of stimuli, language,…

Presents analysis of factors leading schools to be significant source of stress to children. Sees debilitating school stress linked to forces that push schools to overemphasize academic acceleration, competition, evaluation, and test-based accountability. Recommendations based on developmental and empirical consideration are presented to reduce…

The philosophy underlying Dutch creativity centers has been shifting between focus on the intrinsic values of art itself and the instrumental use of art for developmental and social purposes. A more cognitive approach to art education for adults can guide future innovation in the centers. (SK)

Discusses the educational and social principles that guide Metcalf Laboratory School, Illinois State University. Reports that the lab school and the school for the disabled were separate but are now unified. Concludes that inclusion is the right thing and it is hard, but by solving one problem at a time, the needs of all children can be met. (PA)

Examines the opinions of Fred Newton Scott concerning language usage and asserts that Scott was on the side of the scientific descriptive linguists in asserting that questions of usage cannot be legislated. (SRT)