Dewey's educational theory of pragmatism spread widely in China from the early 1920's to the late 1940's and exerted a tremendous impact on Chinese education. However, on the whole, his pragmatist system of educational ideas is outmoded and does not conform to the needs of contemporary education. (IAH)

This article gives a general perspective on physical education in Canada's K-12 schools. Included is a brief discussion of the evolution of physical education in schools, current curriculum and personnel policies, and future directions for school-based physical education. (IAH)

Effective judgment is at the heart of any successful endeavor. Individual practice in adult education can be enhanced through a clearer understanding of what it means to be effective and how to act on this understanding. (SK)

Considers educational values and the constraints placed upon the realization of these values in the workplace. Discusses how the abuse of institutional power undermines the responsibilities accompanying academic freedom. (KO)

This paper analyzes some unrecognized assumptions that narrow the vision of the educational reform movement; it considers the sources and consequences of those assumptions and suggests a broader vision. The implicit assumptions under scrutiny are: a school is a school; structure and technology define the schools; adults determine what happens in…

The educational principles of the Peto system of conductive education for students with motor disabilities are presented. A "conductor" undertakes the process of upbringing and education simultaneously. Learning begins with a sequential task analysis of daily activities, initially started with conscious, rhythmical intention and the…

Five principles for curriculum development are need for conceptual framework; attitudes and beliefs about learning; epistemological rationale; macro- and micro-level curriculum development and planning; and awareness of political realities. (SK)

Emphasizes the need to encourage early childhood teachers to be active problem solvers and lifelong learners in their work with children. Suggests applying adult education theory to early childhood teacher education, including the concepts of autonomy, rich experience, and practical application of knowledge. Highlights implications and suggests…

Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)

Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)

Ten major principles and key elements critical to constructivist classrooms and schools for early and middle grade children are: massed experiences, inventing, figurative and operative thinking, active thinking, reciprocity, representational thinking, multiple intelligences, social contradictions, reflecting, and guided dialog. These elements…

Basic adult education principles should be applied in the change agent-farmer relationship in extension education in Sierra Leone. They include active learners, lifelong learning, teacher knowledge as nonabsolute, and the farming community as the center of problem generation. (SK)

This paper draws a distinction between evaluation and measurement, and explains the need to link curriculum-based evaluation to the development of individualized educational plans. The paper proposes a set of rules for focusing curriculum-based evaluations, such as "don't confuse the curriculum with instruction" and "only think…