An analysis of the educational system of China, which is designed to combine theoretical and practical knowledge, is presented. The basic principles of this system and new developments which have occurred since the Cultural Revolution are discussed. (EC)

Argues that we can formulate a unifying principle for the public school in a fragmented, pluralistic society. Addresses itself to three topics: 1) the need for a unifying principle, 2) the formulation of a principle for which a maximum consensus can be claimed, and 3) a common curriculum that would implement the principle. (Author/RK)

These three articles respond to and clarify "Rationality and Ideology" (Educational Theory v37 n2 Spr 1987). Cato points to weaknesses in the theory that rationality transcends prior ideological commitments. Selman addresses the question of whether or not philosophers of education are removed from practical considerations and examines…

A Swedish conception of didactics is proposed; its crucial elements are the what and how of teaching and the common base of values and knowledge that determines the what, the how, and their relation. This base is the rationale of the content and form of teaching, and is the object of didactics as a field within educational research. (SLD)

Describes the development of an inventory to measure educational value orientations. The inventory assesses whether teachers favor disciplinary mastery, social reconstruction, learning process, self-actualization, or ecological validity as the most important outcome of education. (GEA)

Offers a brief history of humanism and five educational principles that are relevant to teaching sociology. Demonstrates the importance of these principles by describing several undergraduate sociology courses and discussing the teaching profession. (Author/BSR)

Discusses an educational controversy between classicists and experimentalists over the educational needs of a democracy. Begins in the 1930s with the Robert Hutchins-John Dewey debate. Compares the educational ideas of Alexander Mieklejohn, the most progressive classicist, to those of Dewey, the undisputed leader of the experimentalists. (AYC)

Describes in detail 15 principles of instructional value that underlie humanistic approaches to education to clarify the conceptual basis of such approaches. (Author)

Reports on an innovative program for providing daily 10-minute Latin classes to 12,000 fourth-, fifth-, and sixth-grade students in the Philadelphia (Pennsylvania) School District. Describes a typical class, objectives of the program, and the instructional principles followed. (PGD)

Proposes a method for evaluating courseware as an integral part of curriculum, based both on "curriculum commonplaces" (the curriculum content and all that surrounds it) and on educational values and beliefs; an evaluative matrix is offered, with the commonplaces arrayed along one axis, values and beliefs along the other. (MCG)

Examines the theoretical bases and historical evolution of two promotional policies--merit and social promotion. Offers suggestions for school districts planning to implement stronger promotional standards. (JOW)

Nursing students with learning disabilities can be accommodated with flexible teaching strategies without lowering educational standards. (JOW)

This article explores a European concept offering "a comprehensive educational strategy for all post compulsory, post basic education." Focus is on the idea of a person moving from organized learning to a work setting, returning to the educational framework for supplemental experience, and then back to work on a recurring basis. (WL)

This document explores how teachers can connect the instructional and interpersonal approaches embedded in middle-school philosophy to effective classroom management. It describes the current mismatch between middle-school philosophy and practice and how the creation of middle-school grades introduced a volatile mismatch between a school's…

Thriving industries spend five to ten percent of their gross income on research and development. Educational reform is being impeded because the public is unwilling to spend more than two-tenths of one percent on improving education. (Author)