A recent United Nations' report claims that nearly two-thirds of the Earth's natural systems are unhealthy or failing, and many point to education--environmental education, education for sustainable development, or sustainability education--as a key means of addressing these issues. In this article, the author discusses the literary description to…

What is a teacher to do when confronted with a student who says "I understand that theory (e.g., evolution), but I don't believe it"? The purpose of this article is to provide a rationale for answering this question. First we describe the various ways in which the terms "know/knowledge" and "believe/belief" are used and summarize the distinctions…

With proper inquiry into pertinent source material, a teacher can spark discussion and intelligent analysis of current issues on days when planned curriculum is not productive. Preplanning and questions for a discussion on Vietnam are offered as an example for teacher preparation. (DE)

The author demonstrates how to teach a college political science course on the Arab-Israeli conflict in an objective, unbiased way. Objectivity is important because of the obvious biases and the nature of this controversial issue. (JR)

If South African apartheid is considered a matter of professional as well as personal concern, then there are two clear levels of potential involvement, the professional organization level and the school/classroom level. What educators can do at these two levels is discussed. (RM)

How classroom debates can be used in a developmental psychology course to teach students about controversial issues and to help them improve their thinking and oral communications skills is described. Evaluations indicate that students consider debates to be a positive learning experience. (Author/RM)

The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP)

Describes how a teacher used Jerome Lawrence and Robert E. Lee's play "Inherit the Wind," dealing with the evolution versus creation controversy, as a medium for teaching censorship issues in a Nashville, Tennessee junior high school Language Arts and Literature class. (TB)

Explores the classroom management of student self-disclosure of sensitive topics. Focuses on the experience of students using their employment in the sex industry as springboards to class projects. Examines student difficulties in releasing information versus classroom dynamics and teacher-student interactions. Includes references. (CMK)

Provides guidelines for successful classroom teaching about religion. Contends that teachers must be free of advocacy and that teachers should not solicit information about students religious affiliation. Encourages teachers to avoid the pitfalls of relativism and reductionism when discussing religion. (DB)

Discusses issues related to teaching international relations. Supports the position that teaching controversial issues is an integral part of any social studies course. Explores some controversial issues that might be considered in the classroom, describing approaches to teaching these issues. (KO)

Notes that controversial issues should be a part of the social studies curriculum. Defines different types of statements that occur in classroom discussions about controversial issues: attitudinal, analytical, valuative, or metaphysical. Urges teachers to be aware of the tenor of students' comments. Presents two legal process models as possible…

Discusses the issue of terrorism as it exists today and examines progress that has been made toward understanding its dimensions. Suggests how this subject can be explored in the classroom. Dispels misconceptions about terrorism by defining the term, and examines some causes of terrorism and strategies employed by terrorists. (KO)

The ideological basis from which dissection activities spring is discussed. Speciesism, the widely held belief that the human species is entitled to certain rights and privileges, is examined as the cause for dissection activities occurring in biology classrooms. (KR)