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)

This article outlines the development of Bilingual Education (BE) in the United States, looks at current practices in federally sponsored programs, and discusses the objections to BE which threaten its continued development. (SJL)

With particular attention to the work of Percy Nunn, the author examines individuality as an aim of education and discusses some of the "exaggerations" of the core idea of self-determination: child-centered education, creativity, eccentricity, and elitism. He looks at some curricular issues relevant to implementing self-creative…

The author discusses the utilization of small group teaching strategies which offer a unique opportunity to sensitize students to group skills. He believes that small groups provide an environment where the maximum number of students can learn through practice. (Author/KC)

The author examines several specific exercises that will increase polyphonic improvisation skill: dynamics improvisation, rhythmic improvisation, directional improvisation, harmonic expansion, repertoire exploration, and scalar improvisation. (KC)

Cooperation between teacher training institutions and schools is necessary and possible even though they may have dissimilar belief systems. This collaboration helps teachers to adapt to their new role by avoiding conflicting perspectives and duplicate (repetition of preservice) experiences. (JN)

The author analyzes the different purposes and processes of religious nurture, religious studies, and religious education to show why "commitment" becomes a problem in school-based Religious Education when the roles of the religious nurturer and the religious educator are confused. (Author/SJL)

The author argues for two theses: (1) If one assumes the existence of an aesthetic attitude, one must accept a new conception of the word "education" in the term "aesthetic education"; and (2) the school as an institution militates against achieving this new sense of aesthetic education. (Author/SJL)

Defining critical thinking and discussing its relevance to the ethics and epistemology of education, the author presents three reasons why it is an educational ideal: (1) it forms the basis of a moral process of teaching; (2) it prepares students to manage their adult lives; and (3) it initiates students into rational traditions. (SK)

The author refutes arguments that collegiate grades are necessarily arbitrary, unfair, and conducive to excessive competition. He asserts that grades are simply shorthand assessments of learning and should not be used as statements of certification or rank ordering. (Author/SJL)

The author compares the basic features traditionally ascribed to aesthetic experience with the basic features of humor. He suggests that humor is best understood as a kind of aesthetic experience and that it should be valued as such in life and included in education. (Author/SJL)

Counterpoint between two educators discussing the issue of competency based English instruction. (RL)

Reviews the history and purposes of the Association for Childhood Education International. Emphasizes the importance of play as the child's first expression of continuity. Points out that Confucius' concepts of teaching are universally practical and that his philosophy is carried out today in Taiwanese schools. (Author/RH)

The American Association of University Professors, the leading agency in higher education in developing the principles and standards governing the relationships of academic life, has also assumed responsibility for implementing these principles and standards in specific situations. The Association turns to formal investigation and censure only if…

Demonstrates the role of three sources of demand for education--the demand of individuals for practical skills, the desire of groups for social solidarity and high status, and the concern of states for effective political control. (Editor/RK)