The basic weakness in school systems is the failure to develop theoretical principles to guide practice while insisting that education is a social science instead of applied personal philosophies. (SK)

Introduces this theme issue on Mario Montessori's writings. Describes how his life experiences contributed to the idea of freedom in education, seen as a recurring theme in his mother, Maria Montessori's writings, and also contributed to the integration of the Montessori perspective. (KB)

Argues that educators should provide students with explicit training in asking critical questions. Describes a training strategy taught in abnormal psychology courses at Bowling Green State University (Ohio). Based on a pre- and post-test, results support the promise of using explicit questioning training in promoting the evaluative aspects of…

Higher education needs models for helping students develop the skills, character traits, and sensibilities that experts agree will be essential in the 21st century. Argues that one obvious but overlooked answer to this is the armed forces. Explores what the Marines are doing right and what higher education can learn from them. (Author/MKA)

Contributes to scholarship on the history of business communication by examining Daniel Defoe's "The Complete English Tradesman" (1727-1728), a large instructional manual designed to prepare young tradesmen for success in the world of 18th-century business. Looks at the book's two chapters dealing with good business writing. (SR)

Examines questions related to family and consumer sciences internships: What should be the purpose--work or learning? How should knowledge and practice be connected? and What is the role of the onsite professional--knowledge delivery or knowledge construction? (SK)

To achieve its expressed political goals of social empowerment and transformation, cultural studies must maintain some significant ethical and political commitments. The growing field of cultural studies is analyzed in terms of its definition within a specific ethical and social justice agenda and its links to the critical pedagogy tradition in…

Proposes a new philosophy of technical education that incorporates values thought to be important for a humane, just, and sustainable society. Contains 19 references. (Author/WRM)

Discusses elements of a larger work on music education in the context of a rebuttal to critics. Includes sections on philosophical bases, composing and performing, works of music, musical listening, musical understanding, verbal knowledge, music and other arts, musical creativity, and educational values. (DSK)

Summarizes seven principles of good practice in legal education and introduces a series of articles detailing each principle. Reviews the original development of the principles for undergraduate education and considers a rationale for applying them to legal education, as well as specific issues in adapting them to legal education. (DB)

Uses postmodern and poststructuralist theory to critique ideologies of emancipation and the push for university/business partnerships. Argues for a shift from transmission of a body of knowledge to an interrogation of how knowledge is transmitted. (SK)

Content analysis and trend extrapolation using case studies of 18 workplace literacy programs in Canada were used to develop a framework of good practice. Elements included program orientation, partnerships, equity, change agents, assessment, ongoing learning, adult education foundations, content, delivery, professional development, and…

Cooperative education should foster self-directed learning, reflective practice, and transformative learning; integrate school and work; offer collaborative experiences; ground experiences in adult learning theories; ensure relevant, meaningful experiences; use advanced technology and delivery models; be defined through program and curriculum; and…

Examines the role of social systems design and what values design can add to education. Topics include design as a decision-oriented disciplined inquiry, change and new realities, models and model building, and an image example of the present educational system and what the future system should be. (LRW)

Considers why educators should teach theater arts to kids, what educators want kids to get out of it, and whether the art itself should be subordinated to how it can support other subjects. Argues that both school arts programs and outreach companies should reconnect with their communities. (SR)