Moral education is described here as the process of getting better and better at dealing fairly with conflicting perspectives on what is right in a particular situation. (Author/AM)

Analyzes the process of learning--both intentional and non-intentional--and concludes that the view that learning is learning only if it is formal and intentional is false. (RK)

Racial and social class factors as a determinant of school achievement for minority group children are discussed with reference to the many empirical studies in this area. (Author/AM)

Based on an analysis of teacher clarity as a process-product variable, suggestions are made to enhance the concept of clarity as a factor in classroom learning. Clarity is referenced to learning theories and other theories accounting for student learning as a way to understand more fully the role of clarity in effective teaching. (Author/PN)

Presents points relevant to learning skills in the areas of observation and perception. Indicates that a knowledge of the categories into which stimuli may be sorted may provide a framework for perception. The interpretation of perception is based on preciously learned knowledge, intellectual skills and cognitive strategies, and mental set. (GS)

Argues that mutual trust and understanding between teacher and learner are essential to a beneficial learning experience. What students learn depends on their interpretation of the experience, and attempts to control learning result in undesirable side effects. Congruity of external and internal evaluations is a significant consideration…

Discusses factors that contribute to powerful learning experiences based on the results of two studies that examined diverse groups and more coherent groups of individuals. Topics include the highly individual nature of learning; problems that can create for instructional designers; relevance of learning to life and/or work; active learning; and…

Views experiential learning as metaphor development. If a participant's enactment of a personal metaphor leads to an impasse during an adventure activity, this moment of "stuckness" is an opportunity to develop new images that generate new options for action. Facilitators must be sensitive to such situations and assist in widening…

Besides learning transmitted content, university students develop learning patterns through pedagogical processes designed into the structure of their courses. Courses shaped within the assumptions of epistemologies and ontologies that only afford narrow learning patterns can eschew learning as valuing processes. However, university courses can be…

Rethinking our organisational learning processes is critical to society's transition to sustainability--a transition toward living respectfully with one another on a planet with finite resources. Presents the concept of sustainability as a central organising focus for higher education and draws on theories of organisational learning to help inform…

Teacher-learner relationships are founded on the fundamental human need of knowing that another person genuinely cares. Students know when they are recognized, understood, and respected for their unique abilities and interests by their teachers. Teachers who believe in their students' abilities demonstrate that they care by placing the learners at…

While students who serve as peer mentors seem to experience significant growth and development, little research exists on learning outcomes associated with this experience. The purpose of this study was to examine what type of learning students who served as peer mentors experienced during the mentoring process. In this generic qualitative study,…

Three philosophic positions underlying the process of education -- to know, to do, and to be -- are considered as complementary rather than conflicting goals in this discussion of what the process of learning and teaching should ideally involve. "The Parable of a Literate Farmer" is the vehicle for describing the learning and teaching process. The…