Reprints an article originally published in 1938. Discusses the concepts of authoritarianism and democracy. Suggests that the struggle between these two ideologies was the most important problem confronting education in the late 1930s. (RS)

Offers a column in memory of educator Madeline Hunter and her outstanding contributions to education. (SR)

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)

Each teacher has an educational philosophy, whether he is aware of it or not. The article presents a test to determine one's educational philosophy. (MF)

The author warns that the principles of ecology should not be confused with, nor substituted for, the natural environment. He says that general principles provide a conceptual framework with which to formulate questions; the same principles also limit the questions that can be formulated. (Author/KC)

Discusses outcome-based education (OBE): what it is, its underlying beliefs, why schools should change to it, objections to it, needs it can fulfill, and how it begins. (SR)

Argues that a curriculum with art as a foundation and theoretical base (1) questions the everyday, especially the conventional; (2) helps educators look at the world from a multitude of perspectives; (3) helps individuals discover the depth of their experiences; and (4) teaches students to think, feel, and actively engage the world around them.…

Reviews some basic definitions, concepts, and principles of evaluation. Also discusses the sequence of steps that are necessary if evaluation of teachers is to be effective and the variables that affect the learning process, considered the major factor in evaluating teachers. (Author/RK)

The authors review some of the literature which discusses the controversy over the value of homework and then offer 11 prescriptions for teachers to follow when making homework assignments. They suggest the need for additional research into the learning processes in children. (KC)

This paper examines several unrealistic assumptions regarding fundamental purposes and expectations for public education and offers recommendations related to priorities, scope, purposes, expectations and directions for our nation's public schools. (Author)

Presents an allegorical and humorous story about the development of teaching methods (traditional and discovery) in Paleolithic culture. (SR)

Identifies and explicates two basic principles of mastery teaching, then shows how an understanding of the principles can be used to provide answers to the major criticisms of mastery teaching. (FL)

Article focuses on the exasperating experience faculty members face in attempting to fill out job placement forms for their students. It further stresses a need for a unified and defensible teacher training program. (Author/RK)

The author discusses the utilization of small group teaching strategies which offer a unique opportunity to sensitize students to group skills. He believes that small groups provide an environment where the maximum number of students can learn through practice. (Author/KC)