The aim of this textbook is to compress within the narrowest space such a clear and intelligible account of the structures, activities, and care of the human system as is essential for the purposes of general education. The author has also sought to present the facts and principles of the subject in such a natural order as will best subserve the…

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…

Hirst's approach to educational theory rejects the views that it is fundamentally philosophical or scientific. Rather, Hirst distinguishes between "forms of knowledge" (e.g., mathematics and physics), "fields of knowledge" (collections of knowledge from various forms with no unique concepts, structures, or tests), and…

The South Carolina State Board of Education adopted these objectives for the public schools in 1970: reduce dropouts 50%, reduce first grade failures, statewide kindergarten system, improve instruction in basic skills, occupational training available for all high school students, increase post-high school enrollment, comprehensive program for the…

THE CONCERN OF THIS STUDY WAS TO SET FORTH HYPOTHESES ABOUT HUMAN BEHAVIOR, HUMAN KNOWLEDGE, AND MATERIAL CHARACTERISTICS, AS FACTORS INVOLVED IN EDUCATION, AND THEN TO ESTABLISH WAYS FOR RELATING THE HYPOTHESES TO EMPIRICAL DATA. THE APPROACH TAKEN WAS TO INTERRELATE SET THEORY, INFORMATION THEORY, AND GRAPH THEORY WITH GENERAL SYSTEMS THEORY.…

A brief review of some of the classic studies on thinking ability and thought processes, outlining five principles for the teaching of thinking. (SJL)

Identifies the principles of Career Education which apply to, and offer potential for, cooperative education. Also describes how these principles have been implemented at Schenectady County Community College in New York. (Author/RK)

Reviews some basic definitions, concepts, and principles of evaluation. Also discusses the sequence of steps that are necessary if evaluation of teachers is to be effective and the variables that affect the learning process, considered the major factor in evaluating teachers. (Author/RK)

The author examines the concept of "subject"--the property of unity, the relationship of parts (sub-subjects) to whole, and to each other, the dimensions of appropriateness and interrelatedness--in an attempt to determine of what subjects consist. (MJB)

This article proposes a philosophical framework to guide educational reform efforts, based on the notion that the perspective any person brings to a situation shapes the possibilities that can be envisioned. The framework consists of three elements: imagination, rigor, and caring. (TE)

Discusses an evaluation and descriptive research study that reinforced the importance of using adult learning principles and provider philosophy as a framework and foundation upon which to build a continuing education program. (JOW)

Gains by students in remedial reading programs have been disappointing. This can be related to five fallacious assumptions upon which many postsecondary programs have been based. Suggestions are discussed for eliminating these fallacies and for basing remedial programs on adult education principles and upon the research findings of cognition. (JOW)

The North Carolina Outward Bound School uses the Principle-Process Course Design Model as a clear and logical structure for designing wilderness courses. The model begins by establishing the key processes that sequentially structure all wilderness courses and then defines their function within the structure of the school's organizational mission.…

The approach considered here focuses primarily upon the mastery of a framework for analyzing and interpreting schools as ongoing social systems. (Author)

This paper reports and analyzes the findings of a survey taken in the fall of 1972 to determine member principals' opinions of the validity and importance of the accreditation process. (Author)