The author compares the basic features traditionally ascribed to aesthetic experience with the basic features of humor. He suggests that humor is best understood as a kind of aesthetic experience and that it should be valued as such in life and included in education. (Author/SJL)

Counterpoint between two educators discussing the issue of competency based English instruction. (RL)

Reviews the history and purposes of the Association for Childhood Education International. Emphasizes the importance of play as the child's first expression of continuity. Points out that Confucius' concepts of teaching are universally practical and that his philosophy is carried out today in Taiwanese schools. (Author/RH)

The American Association of University Professors, the leading agency in higher education in developing the principles and standards governing the relationships of academic life, has also assumed responsibility for implementing these principles and standards in specific situations. The Association turns to formal investigation and censure only if…

Demonstrates the role of three sources of demand for education--the demand of individuals for practical skills, the desire of groups for social solidarity and high status, and the concern of states for effective political control. (Editor/RK)

Examines current arguments regarding the role of creativity in education. Suggests that educators often minimize the importance of the relationship of creativity to tangible creative works. Indicates that creative processes can best serve educational purposes when they are directly tied to the constraints of developing actual projects. (30…

Suggests that the "Standards for the English Language Arts" (copublished by the National Council of Teachers of English and the International Reading Association) makes good sense about literature and almost none at all about literacy. Argues that for 99% of the school population, the de-emphasis of the "Standards" on formal written communication…

Uses John Dewey to talk about a tendency among educators to indulge in either/or thinking or to label such-and-such an approach as "traditional" or "progressive." Suggests that this kind of thinking subverts meaningful dialogue and thoughtful analysis. (TB)

Investigated working methods of two Icelandic preschool teachers, their beliefs about early childhood education, and goals of their programs. Found that their methods, goals, and beliefs reflected a romantic view of children and childrearing. One teacher had more content-oriented goals than the other, more in line with contemporary U.S. early…

This article compares two educational approaches, intensive-explicit instruction and constructivist instruction, considering how both can affect instruction for students with disabilities. It concludes by urging the integration of these two approaches, possibly by using models focused on the transformation of explicit knowledge into tacit…

The worldwide cachet of scientific literacy has a distinctive cultural basis in a "world culture" that emphasizes universalism, individualism, and rationalization. Analysis of examples of a science literacy orientation in curricular statements, textbooks, and assessment materials shows that the logic of world culture, rather than narrow economic…

Describes and illustrates five areas of instructional design in mathematics well suited to students with learning disabilities. Suggested learning strategies for teachers to incorporate include using big ideas and conspicuous strategies; teaching efficient use of time; giving clear, explicit instruction on strategies; and taking time for…

Presents a classic article published in this journal in March 1973, which warns against systems of instruction that require servility and obedience on the part of the teacher and the child alike. Advocates constructive change, in the belief that teaching and instructional programs need to stem from learners' own experiences and their actions and…

Shares the results of some of the algebraic-thinking pattern problems presented in "Principles and Standards for School Mathematics." (KHR)

Delineates two branches of political science: (1) teaching how politics works; and (2) teaching what politics means. The first develops expertise; the second fosters wisdom. Defines and advocates intellectual moderation as the ability to impartially judge. Sees political philosophy as the foundation of this moderation in undergraduates' search for…