This article considers only "academic" educational philosophy in the Scandinavian and English-speaking countries. It attempts to recount the different phases in this discipline's development, laying emphasis on the fundamental features of each phase and on the criticism which the next phase leveled at the previous one. (Author/SJL)

Notes changes in feminist criticism that have occurred and that must occur so that it maintains its legitimacy. Proposes changes that would firmly ground feminist criticism as a vital part of gender studies and literary criticism. (RL)

Analyzes ways to lead group discussions of literature. Offers suggestions on what questions to ask and how to keep the discussion a stimulating experience for the participants. (RL)

Argues that teachers of rhetoric and teachers of literary studies have many interests in common and that these common interests should be cultivated. Offers four possible lines of inquiry for bringing rhetoric and literary study together. (RL)

Explains a four-stage formula that teachers at all levels may use to give students a flexible, practical, and relatively foolproof procedure for generating a literary thesis and its support. (RL)

Tayo's war experiences have destroyed his reverence for the creatures of nature. His changed attitude of respect for animals, his acceptance of their apparently evil acts, and his imitation of them indicate his healing. By observing animals, Tayo learns what to accept and what to reject for his survival. (CM)

All stories, ceremonies, and rituals are attempts to confer "totality" or structure on experience; ordinarily unrelated objects and events are given definite connection. In "Ceremony," the disjointed parts are refocused through the traditional hoop symbol and converge in a circular pattern of restoration and genuine renewal.…

Considers the problem of insuring that students acquire thoughtfulness, knowledge, and wisdom, as well as the skills and techniques of eloquent expression, in interpersonal and public communication. Examines historical roots of this problem in classical rhetorical theory; contemporary problems of the discipline; and needed areas of research and…

Shows that Plato's categories of knowledge may be used as conceptual frameworks for the study of film. (GT)

In analyzing the educational sequences of Goethe's novel, "Wilhelm Meister's Apprenticeship," the author suggests ways that this literary genre, the bildungsroman, which portrays an individual's development through a series of educational encounters, can provide teacher education students with material for studying the riddlelike quality…

Clarifies the nature of rhetorical fictions by contrasting them with poetic and dialectical fictions and demonstrates the ways in which the office and role of the Presidency are rhetorical. Proposes an expanded notion of rhetorical fictions that encompasses the Presidency. (JMF)

Suggests the comparative use of Hawthorne's story, "The Minister's Black Veil," and the Johnny Cash song, "The Man in Black," for helping students learn to judge texts, explore symbolism, and discover the differences between different kinds of literature. (TJ)

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Presents and analyzes the formation, characteristics, and growth of feminist theatre groups as tactical responses to certain rhetorical problems faced by women liberationists. (JMF)