In looking forward to a system of permanent education, there is a need for a definition of objectives which would determine the structures, content, and methods of education. The formal educational system would have four functions: occupational training; providing basic education; teaching how to take advantage of out-of-school possibilities; and…

The relationship between phonics and linguistics is considered. Certain observations concerning each are offered by the author. Phonics generalizations from reading experts and from linguists are presented. It is noted that the linguists offer critical observations of phonics instruction mainly because so much confusion is present in the…

The chapters by various specialists presenting information on the aurally handicapped child and his clinical and educational management are divided into three sections. The brief introductory section presents an overview of the work to follow, defines the hard of hearing child, describes his prevalence, and traces the locus of educational programs…

The innovative educational techniques of discovery and inquiry learning and their relevance to the education of academically gifted children are discussed. Following discussion of various definitions of discovery and inquiry, the two terms are dealt with synonomously to avoid confusion. Brief historical background information is given on the…

The author examines the educational influence of the "grand tour" and local travel for the landed classes of eighteenth century England. This journal is available from Carfax Publishing Company, Haddon House, Dorchester-on-Thames, Oxford OX98JZ, England. (DE)

A lecture on experiential learning is an example of one type of educational incongruity (method and content are incongruent); another type is incongruence between method and learners' expectations. Such incongruity can minimize learning. A two-page checklist provides trainers with potential incongruities, their possible consequences, and available…

An interview with B. Slingerland, an educator with over 50 years experience with specific language disabled students, traces her early work in the field, and reviews her theories about teaching language disabled children, including her emphasis on intrinsic motivation rather than behavior modification and her reluctance to receive government…

It was concluded that placement of tri-weekly training sessions is not critical with respect to enhancement of aerobic capacity in college-age males. (MJB)

A professional involved in behavior modification with handicapped children cites some of his experiences to point out the dangers of misuse of the system. (Author/CL)

The ecological approach to special education is discussed in the context of earlier behavioral approaches, Project Re-ED (reeducation of emotionally disturbed children), and the Person-Environment Fit concept (which examines how well the person and self concept match up with environmental expectations). (DB)

Reviews McIntosh's 1983 theory on the five-phase evolution of scholarship required by increasing feminism. Documents the sequence of the five phases using references to scholarly literature on the psychology of personality. Elaborates on Phase III in which investigators study women as inherently different from men and urges further study and…

Describes a methodology for improving critical thinking skills in sociology classrooms. Includes a discussion of classroom behavior of teachers, student attitudes, curriculum materials, and evaluation techniques. Concludes that critical thinking skills can be enhanced, with remarkable results. (DH)

Maintains that school violence of the 1980s is different from that of the 1960s. Reviews contemporary causes of violence such as misguided town planning, fast-paced life, lack of parental guidance, and rigid school organization. Details positive approaches to the problem and makes specific suggestions for school improvement. (JDH)

Reviews highlights of papers presented at first meeting of the International Standing Working Group for the History of Early Childhood Education held in August, 1984. The presentations covered the following three categories: (1) institutional early childhood education, (2) family education, and (3) sources and methods. (DST)

Explores the relationship between the scientific method as it is represented in social sciences and the "humanistic methodology" of history, and other humanities. Maintains that students preparing to be teachers should recognize these methodological sources for developing teaching strategies and activities. (JDH)