Author provided some highlights on the progress and problems in American education. (RK)

Process approaches advocate that moral educators should abstain from offering their moral views and from persuading others of their views' merits. Several process approaches are examined to determine if they have good grounds for emphasizing process instead of product. These approaches are inadequate vehicles for conducting moral education. (SR)

R. J. Royce (Journal of Philosophy of Education; v16 p105-13) argues that private school education may be better or worse than state schooling and, because of this inequality, it must be abolished. Royce's arguments are analyzed to determine if abolishing private schooling would create a fairer society. (SR)

Theory and research are identified with science and are, therefore, rejected by many art teachers as destructive of creativity. The oriental notion of Shiva-Shakti is introduced: stillness and motion which fuse in a continuum. Likewise, theory and practice are interdependent and should be open to each other. (CS)

In an effective middle school, dedicated and knowledgeable staff work cooperatively toward a curriculum based on the needs of a particular group of transescents. Ten essential elements of the middle school curriculum are discussed. (PP)

Provides an overview of the relative acceptability of three community college missions: college/university parallel, occupational, and community service/continuing education programs. Offers a manifesto of commitment to lifelong learning opportunities for all persons. Urges community colleges to come to agreement on their community services…

Reviews existing research on the influence of political ideologies on education, examines the effects of left-of-center and right-of-center ideologies on education, and recommends further research on how political ideologies affect education. (Author/RW)

In response to Ben Brodinsky's article, the author contends that the public resentment of education is directed at those who have claimed the authority and power to set its agenda, and that in the future the public intends to have a voice in the debate about public education. (Author/MLF)

In response to Ben Brodinsky's article, the authors submitted a paper describing the service they offer of reviewing textbooks and providing critiques. They maintain that educators no longer hold to the Judeo-Christian ethic, although three-fourths of Americans believe in these values. (MLF)

Although many things are happening in higher education today that are inimical to the traditions of science, scholarship, and the academic ethos, the traditions are deeply rooted and the university will survive. (MSE)

Argues that in today's changing society, child care is being assumed by both primary and secondary caregivers. Five principles by which child care should operate during the 1980s are suggested. (Author/MP)

Presents the seven principles for the teaching of history, many of which were the foundation for the 1981 "California History/Social Science Framework." (AM)

Describes philosophy of Paulo Freire as foundation for an existential/humanistic curriculum and explores practical and theoretical implications of this curriculum for second language teaching. Expands curriculum design principles into sample second language curriculum design principles. (Author/BK)

Examines the arguments of three educators (J. P. White, D. Cochrane, and B. Crittenden) who have criticized instructional attempts to expand children's creativity. While flaws in theory and practice are admitted, it is maintained that the critics apply standards to creative education that are not applied to general classroom teaching. (Author/SJL)