Past historical studies have resulted in contradictory interpretations of the social-philosophical motives underlying the early rationale of the vocational education movement. Contemporary vocational educators argue that early tenets (and the underlying philosophy of providing more equal opportunity and freedom of occupational choice) have not…

There are social forces exerting a tremendous influence that would, unchecked, remove humanistic elements from the teaching and learning of language by imposing a narrow set of basics--those skills that can be measured and which threaten to become the whole, very minimum, curriculum. The "Essentials of Education," a statement developed…

The proposition that "every young person should graduate from high school with a marketable skill" raises a number of significant issues. (1) Any prescription for "every" person is questionable. (2) Does the phrase "marketable skill" refer to a specialized skill or does it refer to the ability to fill a job? (3) If the definition of marketable…

Three premises underlie the practice of microteaching: that much of teaching consists of behaviors, that the total performance can be broken into smaller pieces of behavior with little consideration given to the relationship between these parts, and that of a teaching performance can be usefully analyzed without consideration of what precedes or…

Eleven goals for public education are set forth by the Colorado State Department of Education: (1) command of the knowledge, skills, habits, and attitudes essential for effective learning throughout life; (2) understanding of man and society and the determination to strive for the welfare of all people; (3) knowledge of self, understanding of…

This document includes a paper and a bibliography of ERIC abstracts on teaching the special child in mainstreamed classrooms. The paper presents five basic assumptions related to the teaching of young handicapped children, discusses principles of teaching special children which may be helpful to teachers working in mainstreamed classrooms, and…

This paper represents the opinions of two educators who are presently involved with investigations into competency-based education (CBE). It sets forth the assumptions underlying competency-based education that have been interpreted from statements in literature, from research reports, from observation, and from its proponents and opponents.…

The author discusses the need for both vocational and general education, according to educational philosophers and others, and reflects on the possible moral power of career education to alter the existing industrial society. (MF)

Describes the minimum conditions for creating the humanistic school. Humanism is based on principles that fall into three basic categories: a set of beliefs about self and the nature of social reality, a set of skills to be learned by teachers, administrators, and pupils, and a set of necessary conditions in the social system. (Author/RK)

The author examines nine commonly held beliefs concerning the value of physical activities and concludes that, while some may indeed be true, none are inherent to and develop of necessity from the activities themselves. (MJB)

Three aspects of equality as a social ideal are examined in relation to education: equal opportunity, equality of outcome, and access to a common curriculum. The discussion is related to the Karmel Report and the first two reports of the Australian Schools Commission. (Editor/RK)

Author argues that humanism and behaviorism are not necessarily exclusive of one another, and that principles of behaviorism, when thoughtfully applied, can lead to the achievement of humanistic goals. (RW)

Presents translations of six Russian language articles which highlight the relationship between Marxist philosophy and contemporary educational practice in the USSR. (JDH)

Legal education today focuses too narrowly on the profession itself, and fails to meet the larger obligation to probe the interrelationship of love and justice as well as the development of civic virtue and a sense of public duty. (MSE)

This paper focuses on the discrepancy the authors personally experienced between the stated principles of social research and experience with several applied social research projects over the last 10 years. Three cases of applied social research are presented and critiqued, and two types of structural problems were found. (Author/LMO)