Examines the Adult Education Association's (AEA) contribution to the knowledge base of adult education. Discusses AEA's most fundamental role--its influence as a force and structure for unifying the practical and substantive dimensions of this pluralistic field. (SK)

As critical reflection upon the essential nature of experience, phenomenology is the necessary foundation for research, theory, and practice in education. Three of the most fundamental problems dealt with by phenomenology (psychologism, constitution, and essences) have significance for education. (Author/SJL)

The claim for growing intradisciplinary importance of adult education research has been accepted too readily. Adult education has been defined mainly from assumptions about learner characteristics, without considering the societal functions it fulfills. These factors have contributed to a lack of development of the discipline. (Author/SK)

To help college students understand psychology, the article suggests that instructors develop curriculum based on the relationship between scientific and technological advances and the development of early psychology. Views of many nineteenth century psychologists are summarized, including Johann Friedrich Herbart, Hermann Lotze, and Georg…

Originally delivered as a speech to the American Educational Research Association, this article continues the debate over whether the field of curriculum is first, dead, and second, actually a field. (MLF)

Reviews developments within the field of American sociology since 1955, with particular emphasis on the subdisciplines of social stratification and mobility. Statistical applications and technical advances contributed by these subdisciplines have quantified sociology to the extent that all academic sociologists now need a thorough knowledge of…

Theoretical disagreements that were present at the beginnings of systematic child study are reviewed. Some contemporary themes of American child psychology, such as (1) rational scientific inquiry, (2) the importance of mothers, early experience, and personal responsibility, and (3) the belief in the individual and self-contained child, are…

Examines how the field of educational technology has been defined by the mainstream position, considers alternative frameworks, and discusses the pressure for change. Topics include a history of the field; influences on instructional design; theoretical bases; and perspectives from other disciplines. (LRW)

Recounts the circumstances of the first general conference on argumentation held in 1979 in Utah--the worlds of speech communication and the human sciences were ready for systematic and concerted studies of argument theory and practice. Describes the conference experiences. (PA)

Contends that academia needs to move beyond separate departments and disciplines as they have been understood over the past century. Advocates facing up to the gravity of the environmental situation, looking for a sustainable vision that will unite individuals in a community effort, and seeking literary insights into the problem. (PA)

Provides an overview of national information policy and analyzes fundamental concepts in information policy. Concludes that though there is confusion about the meaning of concepts, there are frameworks in information and information policies studies that can provide input for development of information policy. Describes frameworks and how they can…

Discusses the pitfalls of departmental "territoriality" and asserts that faculty groups must transcend disciplinary perspectives and assume responsibility for general education in order to protect students' broader educational interests. (EV)

Provides an organizing framework for literature on undergraduate teaching and learning, distinguishing between hard pure, soft pure, hard applied, and soft applied fields of study and hence making it possible to highlight generally unremarked similarities and differences between the various research findings. Offers separate analyses of…

Examines problematic assumptions about literature reviews: (1) subject matter can be categorized as a set of topics; (2) topics have clear, unambiguous labels; (3) topics represent objectively real phenomena; (4) knowledge of topics is essentially cumulative; and (5) it can be known in advance which literature is relevant, valuable, or significant…

Examined students' beliefs about the nature of knowledge and learning--epistemological beliefs--across domains that vary according to Biglan's classification of academic disciplines (hard vs. soft, pure vs. applied). Results support the idea that epistemological beliefs are moderately domain general. (EV)