Discusses the minimum competency testing movement and the unresolved issues concerning it. Indicates that until the issues are settled, there will continue to be controversy and legal activity. (JOW)

Influencing external forces that mold the educational environment through political action can be a rewarding activity for principals. In this way, educators can become part of the solution in what the author calls this "frighteningly apocalyptic world." (Editor)

We are at a point in time when practical realism must prevail over theory and philosophy. Career education, that which prepares individuals for satisfying, lasting careers, is the practical solution to our educational problems and essential to the world of work and our economy. (Author/AG)

Presents a humorous view of the committee, its members, and its functions on the campus. (RK)

Each teacher has an educational philosophy, whether he is aware of it or not. The article presents a test to determine one's educational philosophy. (MF)

Part of LI 500

Discusses four problems of special education: definitional, epistemological, axiological, and metaphysical. Posits that everyone is in principle capable of becoming an autonomous human being and some just need more help than others. This is the purpose of special education programs. (JOW)

Analyzes the work of E. Thayer Gaston in terms of how it contributed to music therapy and music education. Through scholarship and research, Gaston synthesized ideas from many disciplines to formulate basic principles that are still relevant for music therapists and music educators who work with normal and abnormal individuals. (AM)

The author suggests that justifying arts education, or aesthetic education, through unsound, simplistic principles is detrimental to the arts education movement. She evaluates five myths which should be given up, or at least tempered and investigated. (KC)

The author warns that the principles of ecology should not be confused with, nor substituted for, the natural environment. He says that general principles provide a conceptual framework with which to formulate questions; the same principles also limit the questions that can be formulated. (Author/KC)

The author reviews the work of the Warnock Committee, whose obligation was to look at the whole range of special educational needs from birth to adult life in England. (KC)

Presents results of a 1980 survey of the philosophy of vocational educators. The purpose of the survey was to stimulate members of the profession to examine the nature of vocational education. (JOW)

The author examines various definitions of creativity, from broad global statements to narrow views of testable traits. Concluding that none of these definitions can be operationalized in education, he suggests that educators concentrate on more definable components of creativity, such as critical thinking, aesthetics, and the imagination. (SJL)