The author posits a conceptual approach to lifelong education that would provide a meaningful and productive framework for practical educational planning. Such an approach would enable the educational system to break from the confines of the education v training dichotomy. (SK)

Four issues of gifted education for which more attention should be paid to the development of defensible rationales are examined, touching upon identification of the gifted, process models of gifted education, teachers of the gifted, and program evaluation. (DLS)

Parallels between accepted educational practices and the provisions of Public Law 94-142 (the Education for All Handicapped Children Act) are presented. Each of the nine provisions of the act are stated and discussed, including areas such as individualized educational programs and mainstreaming. (PHR)

A statement on the ever-present need to fight for freedom of speech and against censorship. (RL)

Discusses factors in the deterioration of public education, including the imposition of nonintellectual functions on schools by social engineers. Argues that pedagogic experts and textbook producers share responsibility for this deterioration. Suggests steps for improving educational quality and concludes with a discussion of the purposes of…

The article briefly describes the life of William James, nineteenth-century philosopher and psychologist, noting the development of his pragmatist philosophy. The article uses James' work and ideas to support 11 principles of contemporary experience-based education. (SB)

The relationship between elementary and secondary education and the public library throughout the nation's history are reviewed through educational historians' writings. It is noted that libraries, like schools, were not above political, class, religious, and cultural conflicts. (Author/MBR)

Explores some of the more beguiling issues in aesthetics and education and suggests how they might be, in their devious ways, thwarting the development of aesthetic education. (Author/RK)

Competing ideas of social justice, based on either individual rights or communitarian principles, are related to apparent contradictions in special education practice in response to pressures for reform. Special education reform is seen to require a relational definition of the self, structures to support relationships, and a belief in the…

Argues that the "Standards for the English Language Arts" (SELA) gives English teachers direction. Discusses what "teaching English" means. Suggests that SELA is not a prescriptive list of measurement items nor a cookbook for skillful English teaching: SELA is a statement of principles of, for, and by professionals, and a K-12 statement of…

Traces the public furor that greeted the National Council of Teachers/International Reading Association's "Standards for the English Language Arts." Discusses responses to criticisms. Argues that the language in the "Standards" is flat; the standards are meant to be guidelines, not mandates; and the emphasis was on process. (RS)

To improve the teaching skills of peer educators in Iowa Extension, workshops exposed them to constructivist and transformative approaches to adult education. Attendees identified two challenges as impediments to adopting or adapting the contemporary model for adult education: low confidence in facilitating discussions and concerns about…

Discusses developments in global education and its core elements or dimensions (issues, spatial, temporal, process). Outlines a global education curriculum in terms of skills, knowledge, values, and attitudes. (Contains 33 references.) (SK)

Vignettes of pioneering special education teachers and students illustrate trends in special education. Changes that have affected the field are described, such as technology, Individualized Education Programs, interagency collaboration, increased parental involvement, and provision of a continuum of services with the goal of full inclusion. (DB)

This article analyzes the influence of the Reagan Administration on education during the 1980s, particularly on teacher education. The administration's approach to educational reform is characterized as elitist. Major implications of this approach for teacher education are discussed, and suggested countermeasures are given. (IAH)