Adventure education has its own set of unique questions that help to define what it is and how it differs from other fields of education. Adventure education has grown rapidly over the past several decades, and with its evolution, many critical topics for deliberation have emerged. This book contains 15 chapters, each arranged in a debate format…

Article consists of an examination of the political controversy which arose in the state of Maharashtra when a plan for "educational development" was put forward for public consideration by the state cabinet in April 1968. (Author)

Affective education is more than isolated techniques, these authors say. They analyze one experiment in affective education and attempt to point out what went wrong. (Editor)

This paper is a summary of a philosophical study in art education. (Author)

A description of evaluation of the experimental schools operated by the Berkeley (Calif.) Unified School District. (RB)

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…