Points to several areas in which two-year colleges threaten traditional higher education by producing a disproportionate number of narrowly trained drones, and by causing financial problems for four-year colleges, class structure problems based on a narrowing diploma elite, and threats to the fundamental nature of the professorial role. (WL)

While acknowledging that value judgments are unavoidable in teaching, argues that teachers should pursue an ideal of objectivity as part of their general commitment to rationality. Contends that values may legitimately enter into instruction in terms of methodological norms, but that substantive value judgments should be limited. (WL)

Discusses what type of education is most needed or useful. Favors a general education curriculum, not because it provides knowledge that can be directly applied, but because it helps students to think, feel, and imagine. (Author/RW)

An argument is presented that the terms used by movement educators have dissolved into cliches and myths because professionals in their field have failed to explain consistently the principles and goals of their programs. Specific problems are discussed and a plea is made for future dialog. (PP)

Describes and discusses the development of the National Art Education Association's new policy document, "Purposes, Principles, and Standards for School Art Programs." (RM)

This article, concerning the importance of and need for educational theory, elucidates the etymology of the word "theory," describes the importance of ethnomethodology to educational principles, and views the concerns of epistemology to curriculum theory. The question "What is the good of theory?" is debated in relation to the…

The author looks at assessment of learning from an epistemological point of view, considering these questions: Is it possible to claim knowledge that someone has learned something? Can such claims be regarded as objective? Is self-assessment possible? Can all types of learning be assessed? (Author/SJL)

Offers a pledge for teachers who would affirm their opposition to the industrialization of the schools and affirm the teacher's role as advocate on behalf of students. (Author/RH)

Analyzes and contrasts Mill's "Autobiography" and Adams'"The Education of Henry Adams" in order to present two approaches to the nature of education and of failure. Maintains that their perspectives may serve as catalysts and cautions for contemporary theories of education and its utility and relevance. (CAM)

Offered are suggestions to teachers for introducing improvisation into the classroom. Improvisational activities include movement, vocal, and related arts projects. (KC)

What started as a summer arts and crafts program in the predominantly Mexican-American lower west side of St. Paul, Minnesota, has developed into a "dropouts" school accepted into the public school system. The small school emphasizes strictness, caring, basic skills, and student responsibility. (SJL)

The author argues that education, being an ideology, is essentially conservative, while the idea of art is always radical. Art and ideology are therefore intrinsically incompatible but, rather than retreat into art for art's sake, aesthetic educators should confront ideology and promote the arts as a stimulus for social change. (Author/SJL)

The author examines aesthetic education as an ideology and considers why education through the arts has become an accepted concept during the last 20 years. (Author/SJL)

Considers the impact of Northrop Frye's work on education. Shows how Frye explores systematically the continuity of the literary tradition and the structural principles used to discuss that tradition. (RL)

Shows how Northrop Frye's approach to teaching literature, literary analysis, and literary criticism is a combination of structure and relevance. (RL)