The author warns that the principles of ecology should not be confused with, nor substituted for, the natural environment. He says that general principles provide a conceptual framework with which to formulate questions; the same principles also limit the questions that can be formulated. (Author/KC)

The author reviews the work of the Warnock Committee, whose obligation was to look at the whole range of special educational needs from birth to adult life in England. (KC)

Presents results of a 1980 survey of the philosophy of vocational educators. The purpose of the survey was to stimulate members of the profession to examine the nature of vocational education. (JOW)

The author examines various definitions of creativity, from broad global statements to narrow views of testable traits. Concluding that none of these definitions can be operationalized in education, he suggests that educators concentrate on more definable components of creativity, such as critical thinking, aesthetics, and the imagination. (SJL)

The author briefly examines three 18th century texts in order to indicate a method of speculating not only about the field of art education, but also about its literature. (Author/SJL)

Accreditation of recreation, leisure services, and resource curricula at the BA and MA levels is now a reality. (JD)

Assesses the contributions of Paulo Freire and considers whether his philosophy and approach can be applied in adult and community education today. Suggests that so-called radical education has not addressed epistemological questions, leaving the nature of knowledge unquestioned. (SK)

Austin MacCormick's 1931 model for correctional education is applicable in today's prisons. It describes the program, facilities, teaching staff, and curriculum, which includes literacy, math, social sciences, health, vocational, social, and cultural education. (SK)

Adult-oriented assessment should be based on five principles: (1) learning is derived from multiple sources; (2) learning engages the whole person; (3) learning and self-direction are promoted by feedback; (4) learning occurs in context; and (5) learning from experience is a unique, meaning-making event contributing to adult learner diversity. (SK)

Discusses problems that have arisen between science educators concerning the topic of constructivism. Suggests that knowledge transmission should be viewed as one legitimate and recommendable type of science education in the 21st century. (MVL)

To work productively with all students, teachers need to examine four major determinants of human learning: neural equipment; learning history; learning strategies, such as imaging, paraphrasing, summarizing, and generating examples; and quality of teaching. (JDD)

The application of adult education principles to community development is only possible under certain conditions relating to power relationships, institutional structures, community dynamics, and the role of the community organizer. (JOW)

This introduction to a special focus section on science instruction identifies principles of teaching science to students with special needs, such as providing hands-on experiences, using cooperative learning groups, adapting when necessary, using theme-based approaches, capitalizing on teachable moments, and encouraging thinking. (DB)

Defines what it is to be human, according to engineer Alfred Korzybski, who defined humans by what they do as opposed to what they are. States that Korzybski's work led to the development of general semantics. Argues that human survival depends on the ability to organize communication and cooperation, the creation of language, and the…

Even in prison, where she teaches a parenting course to young mothers and pregnant women, Jean Harris finds that the question that makes everything relevant is "What's human about a human being?" Cites her belief in the interconnectedness of life, the importance of the beginning years of life, and the theorists who influenced her. (MLF)