The predominantly linguistic orientation to current educational thinking, with its emphasis on the abstract and indirect, does not solve the problem of achieving a sense of identity. Experiential memory is crucial in personal identity. The definition and use of experiential memory and its merit are explored. (SR)

Smith (Journal of Philosophy of Education; v17 n1 p85-96) must clarify the importance of memory to identity by explaining experiential memory's unique cognitive state, why it is not as fallible as other forms of memory, and why forgetting affective experiences may not be as important as remembering them. (SR)

Educational belief, events, and associations in the lives of Parker and Dewey establish the existence of a debt owed to Parker for the pedagogy Dewey implemented in his experimental work at the University of Chicago's model laboratory school. (Author/CM)

To ensure that cooperative education is academically sound, a unique learning methodology has been developed. Students are required to express insights from the cooperative experience which illuminate, reinterpret, or extend classroom learning. (JOW)

Offers an English teacher's observations about an international conference held in Sydney, Australia, with particular emphasis on George Orwell's "1984" and his views on language, multiculturalism, and humanism and on George Steiner's "Language and Silence." (RL)

Finding "aesthetic experience" to be a difficult and paradoxical concept, the author argues that a social as well as an historical perspective may be a more beneficial route for the future of art programs in our schools. (Author/SJL)

Commenting on Stanley S. Madeja's article in the October, 1980, issue of this journal, the author argues that the lack of substance and curriculum organization in public school art programs is largely a reflection of the lack of substance in most university- and college-level studio art programs. (Author/SJL)

Considered is the question: Is it desirable to have educational programs that identify/teach specific methodological rules which have been, or might be, used by professional scientists? It's best to have educational programs which don't teach students/teachers specific methodological rules. Schools should provide opportunity to explore and test…

The author traces the theories of Margaret Naumberg, as an art educator and an art therapist, in relation to the psychiatric theories and social forces of her day. The first part of this article appeared in the July, 1979, issue of this journal, on pp51-66. (SJL)

Teachers and students who are ethnographers and who study the artifacts and "visual sign making" of their own culture will learn to value and understand the arts, as well as to produce art that matters. (Author)

The author appraises the new materials for ages 9-11, "Nuffield Combined Science Themes for the Middle Years," and reflects on teaching tactics for the 1980s. (Editor/SJL)

The author critically examines nine assumptions about creativity commonly held by preservice elementary art teachers, such as "all children have creativity,""creativity can be taught and learned,""art skills hinder creativity," and "creativity is good." (SJL)

It is suggested that educational objectives lack clarity since they are caught between the paradigms of quantitative and qualitative methodologies. A qualitative evaluation process is proposed, wherein rationale theory is compared to practice. Quantitative information may constitute part of the data, but is not an objective in itself. (AEF)

Criticizes the view held by an increasing number of contemporary philosophers of education that the main focus of educational philosophy should be practical, rather than theoretical. Suggests that the primary aim of philosophers of education should be to contribute to the philosophical understanding of education, not to solving its day-to-day…

Discusses the evaluation of Russian educational concepts through six historical periods; stresses the significance of social, philosophical, political, and psychological factors that have affected Soviet educational policies used to instill Communist values. (JD)