Traces the development of analytic philosophy of education during the last three decades. Identifies two major stages of development (1950-64 and 1964-85), the characteristics of the stages, and the criticisms launched against analytic philosophy of education. Finds recent criticisms outdated and misdirected. (DMM)

Argues against the view that creativity must sometimes be realized at the expense of the quality of the work produced, perceiving this dichotomy between creativity and quality as a false one based upon an erroneous theory of creative process. Sees creativity and quality as intimately connected. (DMM)

Examines the focus of Paul Geheeb's liberal and humanistic philosophy of education. Traces Geheeb's career from the founding of the "Odenwaldschule" in 1910 to his death in 1961. Considers the educational philosophy practiced in the "Ecole d'Humanite," which he founded last and directed longest. (DAB)

The longstanding educational problem of "translating theory into practice" is not a problem in the conventional sense of a question proposed for solution. Consideration of the problem's inverse, "translating practice into theory" serves to identify certain widely-shared assumptions about the nature and structure of the problem that render it…

This article takes a brief but critical look at John Dewey's version of pragmatism, his contribution to philosophical scholarship generally as well as his theory and practice of liberalism. (Author/RK)

Reviews numerous pro and con articles responding to Counts's 1932 speech to the Progressive Education Association in which he advocated a democratizing social welfare fulcrum for progressive education. Includes a critical reply by John Dewey. Concludes that Counts's speech split the Progressive Education Movement irreconcilably, bringing about its…

Uses the writings of Monroe, Cubberley, Bailyn, and Cremin as vehicles for the study of T. S. Kuhn's views on progress, paradigms, and theory choice. Considers the idea of progress in the discipline of education and its relation to the metatheory of history. (DMM)

Examines Paul H. Hirst's concept of reason as implied in his theory of the forms of knowledge. Explains Hirst's view of the temporal nature of knowledge and analyzes his key concepts of objectivity, judgement, the given, and facts. (Author/DMM)

Considers the influence of rationalism on educational research and philosophy, highlighting the theories of Imre Lakatos and Karl Popper. Discusses the concept of methodological falsification, Lakatos's appraisal of the growth of knowledge, the consequences of the rationalists' proselytizing of scientific methodology, and Lakatos's appeal for…

Author disagrees strenuously with the Worth Report's social analysis and educational theory, and states that the suggested changes are minor. (SP)

Traces the origins of Marxism and surveys its political, intellectual, and educational effects in the United States and Canada. Comments upon Marxist critiques of education, reviewing Bowles and Gintis's "Schooling in Capitalist America" and Apple's "Ideology and Curriculum." (DMM)

Urges educators to examine the role that intuition can play in the teaching-learning process. Analyzes four models of intuitive knowledge, and reviews arguments against intuitive claims to knowledge. Discusses the universality of intuition, its relationship to self-evident truths, and its role in scientific discoveries, inventions, and art. (DMM)

Ernest Becker developed a theory of education which stressed the liberation of the individual. Based upon the principles of "immortality-striving," i.e., the primacy of the repression of the thought of death, and "self-esteem maintenance," Becker offers an alternative system of education where one's own life, one's own freedom,…

It is argued that educational planners, who have largely concentrated upon statistical techniques, can learn a great deal from the futurologists in terms of the development of a philosophical and historical perspective on planning. (Editor)