Author feels educators should work more out of a sense of purpose and less purely for survival alone. (GB)

One of America's distinguished social observers describes the impact of meritocratic standards on Harvard University over the past 4 decades. (Editor)

Article is concerned with the implications of Autonomism for moral education. (Author)

Promoting steady enthusiam and personal affirmation in teaching, the author describes a program in Tennessee called the Living Curriculum. (Editor)

Proposals, some radical, regarding classroom management, curriculum and organizational practices, based on positive acceptance of diversity and individuality'' of students. (Author/SP)

Reports that 51 elementary teachers in this in-service training program improved in their attitudes toward children, teaching, and interpersonal relationships. (This study is based upon a doctoral dissertation completed at the University of California at Los Angeles.) (DR)

By describing humanistic guidelines for public education, and by giving dramatic examples of how students are hurt when other philosophies prevail, the authors have gathered a wealth of information for the counselors. (Author)

The content of administrative notices, a non-reactive measure, was used to examine the impact of organizational changes in schools. Compared with control schools, the experimental school showed increases in categories of Cooperation," Participation," and Skills." The control school notices had greater emphasis on good-bad" evaluations. (Author)

Suggests that lifelong education is a policy for education, and education is too broadly defined. Education should be restricted to areas of learning that produce desired effects. The place of knowledge in lifelong education is discussed, and distinction is drawn between education and training. (Availability: Falmer Press, Falmer House, Barcombe,…

Recommends six steps to improve the quality of public education: (1) reestablish schools as learning places, (2) make teachers responsible for the program of studies, (3) permit those responsible for performance quality to remove inadequate teachers, (4) don't remove students from school unless it's essential, (5) have a common goal, and (6) stop…

Common criticisms of schooling by Ivan Illich, Paulo Freire, and other radicals are examined to show how one can agree with many of the fundamental premises of the argument for deschooling and yet dissent from its conclusion. Deschoolers challenge philosophers of education to confront a number of philosophical problems. (SR)

Discusses the role and importance of the arts for education and society, arguing that the arts are not fluff to be eliminated from resource-limited curriculums, but are an important aspect of stimulating human imagination, thinking processes and the ability to feel. (WAS)