The design research methodology as it has currently developed centers on the creation of "existence proofs," an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to…

A compilation of research papers on theorists that affect the educational world are collected in this anthology. Twenty-one students, through the course of their education class, Social and Psychological Conditions of Learning--EDUC 320, researched and applied their knowledge in the elementary and secondary school environments. The contributing…

The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of…

Curriculum theory provides the central principle that addresses itself to the question of what we ought to do when we teach children and youth. (Author/MLF)

Reviews C.A. Bowers's book, "The Promise of Theory: Education and the Politics of Cultural Change." Summarizes Bowers's central arguments concerning modernity, the relation of schooled knowledge to the nature of all cultural knowledge, and usefulness of the sociology of knowledge to improving instruction. (KH)

The central concerns of curriculum are actually value questions. If there can be a source for a theory of curriculum, it is in the direction of philosophy. (Author/MLF)

This paper explores some implications of applying evolutionary theory to education. New developments in evolutionary theory provide insights on both the macro- and micro-levels of learning: for trends in the educational system, and for a better understanding of individual cases. (Part of a theme issue on educational futures.) (Author/SJL)

New understandings of the human brain can be used to make quantum jumps in achieved learning. Sweeping changes need to be made in school organization, learning concepts, settings, and techniques. (Author/MLF)

This paper points out that globalization has raised fundamental questions about knowing and learning and that it is essential for educators to engage in collective knowledge generation by crossing community boundaries. Drawing on the theoretical framework of Activity Theory, this paper reports on a study on the expansive learning that was afforded…

The history of how the 1947 conference devoted to the theme of curriculum theory formulation came about is discussed in this article. (MLF)

This exploration of constructivism begins with a discussion of constructivist epistemology and learning theory, explaining that constructivist epistemology is difficult to label, though many writers, educators, and researchers have come to an agreement about how this constructivist epistemology should affect educational practice and learning. The…

Curriculum theory and its function are defined, and its present state is discussed. A model which can be used to bring order to the field of curriculum theory is presented. (CJ)

Education has been in a perpetual state of reform seeking "far reaching changes in weary practices, outmoded assumptions, and long-assumed constraints." This approach must be examined to keep the same old problems from resurfacing and making reform efforts ineffective. Common suggestions for educational reform involve stricter standards,…

Raises concerns about the concept and application of Howard Gardner's theory of multiple intelligences to gifted children. Stresses the importance of practical wisdom, subject-matter content, and intelligent time-utilization. Warns against "edutainment", the ungrounded appeals to fun or entertainment based on supposedly neglected forms…

The authors survey the lifelong process of education and focus on certain issues enhancing or inhibiting learning. They summarize their conclusions in the following six points: (1) at all age levels learning programs of varying kinds need to be developed to fit students of varying learning styles and teachers of varying teaching styles; (2) these…