Criticizes the previous article on positivism in educational thought by Denis Phillips. Takes issue with Phillips' assumption that, at the base of theoretical disputes and inquiry, there exists a final and absolute truth. (GC)

Describes some of the primary features of educational criticism, an arts-based approach to qualitative inquiry. Examines the aims of this approach and discusses four dimensions of educational criticism: descriptive, interpretative, normative, and thematic. Addresses questions of rigor and identifies three criteria (consensual validation,…

The major thesis of this paper is that the forms used in conventional approaches to educational evaluation have a set of profound consequences on the conduct and character of schooling in the United States. (Author)

Responds to points raised in five articles which responded to an article by these authors (Flinders and Eisner) in the same issue of this journal about educational criticism as a form of qualitative inquiry. (SR)

This article describes the Kettering Project, a two year project aimed at developing curricula that would improve the quality of art education in American elementary schools. How the project was organized, how the project staff worked, and theories behind the curriculum development are discussed. (Author/RM)

Discusses the criticisms of discipline-based art education published in the March 1988 issue of "Art Education." Responds to the arguments of Peter London, Helen Muth, Norma K. Pittard, and Karen Hamblen. States that art education would be better served if the energy devoted to criticism was directed toward constructive ends. (GEA)

It is the responsibility of the teachers to make education a creative experience. Education should give children opportunities to create multiple solutions to identical problems, teach children how to formulate questions and problems, and cultivate the ability to experience the world sensitively. (CT)

Commentary on Gardner's "Multiple Intelligences: The Theory in Practice" suggests that Gardner has made major contributions to discussions of the mind and educational goals. The article identifies issues arising from Project Zero's efforts to conceptualize and assess varieties of human intelligence and to follow implications of its work…

My subject is what the practice of education can learn from the arts. I describe the forms of thinking the arts evoke and their relevance for re-framing conceptions of what education can accomplish. (Contains 1 note.)

Teacher education demonstrates little affinity with visions of what constitutes teacher competence. The paper examines the education teachers need to help students handle the vicissitudes of the coming century, noting the uses and limits of theory, the school as an educative environment for teachers, and the ecological character of schools. (SM)

Educational researchers are not engaged in discovering mechanistic universal truths sought by positivists or tidy prescriptions about what works. Instead, they provide guidelines and interpretive material to liberate the teacher's intelligence so that the teacher can use whatever ability he or she can achieve. (SLD)

Examines recent research considering the effects of art experience on academic achievement. Discovers the most cogent research concerns the intentional use of the arts to increase reading and writing. Proposes three new ways of considering the efficacy of art education: arts-based outcomes, arts-related outcomes, and ancillary outcomes of art…