Presents Schweitzer's views on the purposes of education and the role of the teacher. (SJL)

Author concocts a speech'' modeled on opening remarks at educational conventions. (SP)

Responds to an earlier article by Kenneth A. Penman and Samuel H. Adams concerning humanism and the schools. Points out fallacies in their arguments. (FL)

Discussed are the evolution and problems of the middle school movement. It is suggested that perhaps the middle school is helping to identify what is desirable for all levels of education and the only real difference between levels is the student. (Author/KC)

An argument against watering down'' the curriculum in the name of relevance, and a plea for teaching students facts as a preparation for intelligent living (the beau ideal''). (SP)

An approach to curriculum design is discussed. (CK)

The taxonomy and suggestions presented in this article were designed and used to help preservice and inservice teachers clarify their homework policies and practices. Three types of homework assignments are described: practice, preparation, and extension. (KC)

Discusses the problems and challenges facing public education, many of which are caused by the public's failure to admit that they pay for what they want and get what they pay for. (FL)

An attack on the recent trend towards untrammeled libertarianism in the classroom.'' (Author/SP)

Three types of validity are discussed: content, criterion, and construct. It is suggested that those who teach and evaluate student writing should be aware of the need for valid and reliable measures of evaluating and grading student compositions. (KC)

Discusses 15 pivotal texts in education that appeared between 1950 and 2002, in part to give each text its warranted celebration, and to encourage newer members of the profession to read these works as part of their ongoing professional development. (SG)

Describes two conflicting philosophical traditions within United States schools: philosophical liberalism and philosophical civic republicanism. Discusses how critical pedagogy can be used as a mediating tool between the two philosophies. (SR)

Few would argue with the desirability of occupational training; but if we expect the programs to be successful over the next few years, we must modify our basic approach. As much emphasis must be placed upon attitudinal skills in the training programs as is placed upon manual and mental skill acquisition. Discusses seven outcomes that should be…

Argues that Dewey's ideas about discipline were influential because he was able to provide a defensible position that did not succumb to laissez-faire freedom on the one hand or authoritarianism on the other. (FL)