Explores the purpose of a university in and for a democracy. Argues that because mass media increase the capacity of dominant groups to impose their beliefs on the populace, teachers must present dissenting views to restore objectivity. Urges colleges to allow courses which focus on how institutions mobilize support for dominant elites of wealth…

Maintains that education should be democratic and develop people's ability to manage their lives. Looks at examples of democratic education in Western European countries. Concentrating on adult education, critiques current educational practices and discusses the relationship between education, cultural democracy, democratization of the work place,…

Identifies the main problems of educational reform in postcommunist countries by using an interactive model of education and developmental dimensions of society. Suggests that the stalemate in the transformation of ownership and political modernization and ideological conservativism will impede the Europeanization of education in Eastern European…

Suggests that the educational system in the United States needs to undergo significant reform. Specifically, education should be viewed not only as a means to an end that teaches basic skills for employment but also as a process that enhances social development and self-actualization. (MDM)

Contends that "The Federalist" has been an intellectual beacon for the U.S. Constitution since it was written in 1787. Presents a secondary school lesson plan that focuses on the Constitution's ratification process, particularly the development of and campaign for the Bill of Rights. (CFR)

Discusses readings on meaningful school change that help link theory, research, and practice into one world, highlighting the purpose for such change. The discussion examines the purpose of schools, prevention of problems in education, teachers as skilled change agents, and learning principles, shared governance, and critical study processes. (SM)

The two major reports of the Holmes Group--"Tomorrow's Teachers" and "Tomorrow's Schools"--contain sharply contrasting rhetorics: the rhetoric of democratic values and scientistic rhetoric. Critical analysis of the reports suggests that the contrast highlights the contradictory tendencies embedded in the reform movement. (IAH)

The emergence of collaborative/cooperative learning (CL) in higher education from intuitive practice to a conscious and well-developed approach is reviewed. Three salient issues are identified: the need for more theoretical understanding of CL; the need to increase its institutional impact; and the use of CL for enhancing democracy and civic…

Although one national goal proposes that all Americans will have all knowledge necessary to compete in a global economy and exercise citizenship responsibility, others fail to explain how children incarcerated in standards-driven schools will make sense of the world. The microsociety school approach radically recontextualizes in-school learning by…

A critical interpretation of transformational leadership, based on postmodern assumptions of democracy, examines ways to reconceive the idea of leadership by placing it into practical terms (thus advancing democracy). A case study of a small, private liberal arts college highlights the theoretical underpinnings of critical leadership. (SM)

Discussion at a 1990 symposium on democratic values and higher education administration is summarized. Issues addressed include productive competition in higher education, open access vs. competitive selection, assessment of teacher performance and instructional quality, and the relationship between higher education institutions and national…

Presents a position statement of the National Council for the Social Studies (NCSS). Reports that the NCSS objects to ability grouping in social studies. Argues that ability grouping disadvantages minority, handicapped, and low ability students. Suggests that ability grouping undermines the democratic ideals that should be the basis of the social…

Responds to the 50th anniversary of the United Nations' Universal Declaration of Human Rights (UDHR) by arguing that elementary school is an appropriate place to begin teaching about human rights. Outlines the rights enumerated in the UDHR, provides related activities for primary and intermediate grades, and suggests related Web sites. (DSK)

Describes a project in liberatory social studies for eighth-grade students in which a generative curriculum was implemented to help students understand the vital role they could play in producing and utilizing knowledge. The paper explores students' reactions to plans for this project, teachers' responses to student reactions, and what was learned…

Until the last 10 to 15 years, Canadian public education cohered around the concept of citizenship. Now students are seen not as citizens but as workers. Instead of citizenship, economic success in the global economy is valued. Citizenship and "democratic virtues" must be brought back to the heart of educational policy making. (CDS)