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…

The author traces the theories of Margaret Naumberg, as an art educator and an art therapist, in relation to the psychiatric theories and social forces of her day. The first part of this article appeared in the July, 1979, issue of this journal, on pp51-66. (SJL)

Teachers and students who are ethnographers and who study the artifacts and "visual sign making" of their own culture will learn to value and understand the arts, as well as to produce art that matters. (Author)

The author appraises the new materials for ages 9-11, "Nuffield Combined Science Themes for the Middle Years," and reflects on teaching tactics for the 1980s. (Editor/SJL)

The author critically examines nine assumptions about creativity commonly held by preservice elementary art teachers, such as "all children have creativity,""creativity can be taught and learned,""art skills hinder creativity," and "creativity is good." (SJL)

It is suggested that educational objectives lack clarity since they are caught between the paradigms of quantitative and qualitative methodologies. A qualitative evaluation process is proposed, wherein rationale theory is compared to practice. Quantitative information may constitute part of the data, but is not an objective in itself. (AEF)

Criticizes the view held by an increasing number of contemporary philosophers of education that the main focus of educational philosophy should be practical, rather than theoretical. Suggests that the primary aim of philosophers of education should be to contribute to the philosophical understanding of education, not to solving its day-to-day…

Discusses the evaluation of Russian educational concepts through six historical periods; stresses the significance of social, philosophical, political, and psychological factors that have affected Soviet educational policies used to instill Communist values. (JD)

The author posits a conceptual approach to lifelong education that would provide a meaningful and productive framework for practical educational planning. Such an approach would enable the educational system to break from the confines of the education v training dichotomy. (SK)

Four issues of gifted education for which more attention should be paid to the development of defensible rationales are examined, touching upon identification of the gifted, process models of gifted education, teachers of the gifted, and program evaluation. (DLS)

Parallels between accepted educational practices and the provisions of Public Law 94-142 (the Education for All Handicapped Children Act) are presented. Each of the nine provisions of the act are stated and discussed, including areas such as individualized educational programs and mainstreaming. (PHR)

A statement on the ever-present need to fight for freedom of speech and against censorship. (RL)

Discusses factors in the deterioration of public education, including the imposition of nonintellectual functions on schools by social engineers. Argues that pedagogic experts and textbook producers share responsibility for this deterioration. Suggests steps for improving educational quality and concludes with a discussion of the purposes of…

The article briefly describes the life of William James, nineteenth-century philosopher and psychologist, noting the development of his pragmatist philosophy. The article uses James' work and ideas to support 11 principles of contemporary experience-based education. (SB)