It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to 'choose and plant' their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students' learning. But what is meant by enquiry in this context is sometimes…

The article examines the mutual relations between education, biopolitics and authority. The objective is to deconstruct authority in relation to three biopolitical issues: abortion, sexual orientation, and IVF. This deconstruction is performed by analysis of the manifestations and strategies of authority employed in Polish textbooks for four…

In a three-round Delphi (n=197, 109, 75), secondary teachers (61.5% in agriculture) identified important ethical issues regarding land and water use: conversion of agricultural land for urban development, water rights control, and public land used for agriculture. Nearly all addressed ethical issues in class. (SK)

A philosophy course designed for gifted eleventh and twelfth grade students is described. Goals of increasing student sensitivity, awareness and logic are discussed, and general classroom procedures outlined. (CL)

Cites examples from medical research, medical ethics and genetic counseling to point for the need of a secondary school course in values clarification in bioethics. (CP)

Examines three different categories containing dilemmas teachers face when considering the use of young adult literature "problem novels" that deal with sensitive subjects. Concludes with guidelines for teachers to try to follow when selecting adolescent novels to discuss or recommend. (TB)

Offers a day-by-day capsule summary calendar for a 30-day unit on law and ethics in a journalism class. Lists 24 journal-entry discussion topics. (SR)

Teachers have a professional/ethical obligation to teach their subject in as balanced a way as possible so that students will not come away with a biased slant that, in their eyes, has been validated by the school system. The teaching of social studies, especially history, would be impoverished if matters of religious beliefs and influences were…

The purpose of this article is to provide guidance and perspective on the treatment of values and ethics in the classroom in a nondirective, nonauthoritarian way. Discussed are biological advances that have societal consequences, values systems and moral dilemmas, ethical principles, major moral dilemmas, and ethical analysis. (CW)

In recent years the range of problems and concerns that we categorize under the banner of environmental issues seems to grow in number, magnitude and scale. We have determined that many of humanitarian failures in the developing world have their causes rooted not just in the political or economic systems but also in the need to accommodate the…

Presents a rationale for teaching a course to high school students on the influence of science and technology on society. Bioethics and food, and world hunger are two of the topics included in the course outline. References are given for simulation games, readings, and audiovisual materials. (SA)

Faced with the task of reading literature on themes perhaps foreign to their own experience, students can explore their reactions to these issues by using a case study approach, bridging the gap between the novel and the student's own experience. In a case study, the issue of racial hatred can be objectively discussed as students gather evidence…

Discussed are the two sides to the question of laboratory dissections. Alternatives to dissection are proposed as well as the importance of incorporating dissections in a science curriculum. (KR)

The social studies, as defined by the Committee on Social Studies of the Commission on the Reorganization of Secondary Education, "are understood to be those whose subject matter relates directly to the organization and development of human society and to man as a member of social groups." More specifically, the social studies in the secondary…

Background information, techniques used, and details of the issues involved in the controversial issue of fetal cell transplantation are discussed. Questions for use in class discussion are provided. Suggestions for beginning a discussion are provided with accompanying questions. (CW)