Examines Maria Montessori's views on coordinating medical practice and educational theory and her spiritual convictions. Maintains that her rigorous scientific orientation is coupled with clear exhortations for the spiritual development of teachers so that they could see the spiritual "epiphany" in each child. (Author/KB)

Observes that educators often take for granted that toleration should be promoted in schools, especially in multicultural societies. Shows that the issue of promoting tolerance is controversial and its value needs careful consideration. Concludes that schools should promote toleration as a necessary but insufficient part of broader moral…

Argues that the concept of man as alive, active and conscious in material existence is the fundamental axis of formation of the educational professional. Claims that the socialization of scientific knowledge and information for the welfare of all humanity is the true educational technology that should guide the formation of competent professionals…

An organization's action learning program was based on five principles: real work, questioning and critical thinking, self-managed learning, embedding of learning in the organization, and group dynamics. Most participants were satisfied; more than 50% would seek formal certification based on their learning. More confidence and different approaches…

Examines the social construction of "childhood" and of "children" within two important theoretical texts published in the 1950s: Isabel Burger's "Creative Play Acting: Learning through Drama" and Charlotte Chorpenning's "Twenty-One Years with Children's Theatre." Finds several interrelated constructs,…

This article presents two case studies illustrating how inclusion of students with disabilities can be successfully or unsuccessfully implemented. Case Study 1 demonstrates the appropriate use of inclusion and teaching strategies to maximize learning. Case Study 2 is an example of actually providing a most restrictive educational environment while…

Critiques three essays published in the July 1996 issue of this journal. Argues that the identity of the field of business communication should be determined by the conceptual problematic underlying its intellectual inquiry rather than by its vocabulary or instructional practices. Argues that business communication, management communication, and…

Explores how to successfully combine the ideals of Christianity with the ideals of the academy, a goal explored by Pepperdine University Center for Faith and Learning. Addresses issues relevant to this goal, including diversity, academic freedom, and taking seriously Pepperdine University's relationship to the Churches of Christ. (EV)

Applying "Third World" theories to "First World" contexts is risky. Four problematic tendencies in using the work of Paulo Freire are failure to consider its social context, fragmentation of his texts, reductionism in using his principles and practices, and reluctance to assess his ideas critically. (SK)

Examines the roles that developmental educators take in the educational field, the ways in which developmental educators can be considered "professionals," and the beliefs that seem to be commonly shared across the various professional roles. Offers a unified statement of philosophy for developmental educators based on shared beliefs. (MAB)

Investigates the connections among laughter, power, and motivation for religious education by reviewing the history of laughter and four models for laughter. Discusses complexity and the laughter of complexity. Concludes that the laughter of complexity can be a guide towards the appropriate use of power by using intrinsic motivation. (CMK)

Asks what, why, and how English educators should test students in middle, junior, and senior high schools. Argues that they must consider the consequences of their testing choices. Argues that the ethical answer is to always teach the child. (SR)

Discusses three factors contributing to the criticism of middle school education: the demographic success of middle schools; the growing public attitude that education is a private privilege; and the way middle school educators confuse organizational elements with intended student outcomes. (JPB)

The Web is a medium in which learners can construct meaning through self-directed inquiry or collaboration. Key principles for effective use of the Web for learning include the following: provide access to rich sources of information, encourage meaningful interactions with content, and bring people togther to challenge, support, or respond to each…

Ory emphasizes four processes in assessing faculty: examining the craft of teaching; faculty members reflecting on the quality of and standards for their work; receiving feedback from others with the expectation that faculty will improve and assessing the work of others by focusing on the value of the work. (JM)