Discusses the reform of the foster care system in Japan. Considers the reasons for reform, the former problems of the foster care system, the major points of the reform, and the "special adoption" system. (RJC)

Relates therapeutic outcomes to moral development. Suggests that by addressing the problem of alienation, individuals evolve into moral agents who begin to perceive themselves, others, and the world in new ways. Warns that a person who experiences this moral restoration faces societal conditions which work against therapeutic change. (KO)

The content of environmental education is influenced by the need to reconcile development with environmental protection and to accommodate scientific exploration. The role of adult education may be to enable others to call for action and to make decisions. (SK)

Questions the commitment of the Democratic party to address the problems of African Americans. Examines the economic roots of the drug problem in the ghetto and emphasizes politicians' and the media's attempts to scapegoat the Black family. Suggests ways to help Black children break the social isolation of the ghetto. (FMW)

After a seminar on the integration of work and study, led by Paulo Freire, Grenadian teachers understood an approach which unifies schools and communities. Years later the teachers were working in educational projects, but not applying what they had learned. Explanations for the lack of adherence to the approach are explored. (VM)

A holistic approach to peace education in the Philippines encourages citizens to understand the causes of conflicts and violence and to engage in social action to transform society. Pedagogical themes identified include peace-oriented values, critical consciousness and dialogue, reflection and conscientization, and active nonviolence and…

Describes political and social action group of cognitively intact nursing home residents, organized in response to residents' desire to work on social issues and coordinated by recreational therapist who expected participation to maximize residents' autonomy and sense of control. Benefits mentioned by participants included opportunity to…

The former editor of "Convergence" assesses the last quarter century of adult education, highlighting adult education's link with development; Freire, participatory research, and popular education; and the impetus for women's education and other gender issues. (SK)

A case is described that tested the relevance of Freire's "liberationist pedagogy." One student's improved language skills resulted in changing smoking arrangements at the local bingo hall and in gaining personal social and political skills in the process. (Contains two references.) (LB)

Seven steps for dealing with social violence include provide effective consequences, teach nonaggressive responses, stop aggression early, restrict access to instruments of aggression, restrain and reform public displays of aggression, correct conditions of everyday life that foster aggression, and offer more effective instruction and more…

Relates environmental activism to dance which is seen as relationship to the living world. Describes the coming together of people who are moved to personal activism. (LZ)

Adult education is based on two philosophies: the professional tradition and the social reformist tradition. The metaphor of the town meeting provides a forum for working out the future direction of the field. (SK)

Offers an interview with Radim Palous, rector of Prague's (Czechoslovakia) Charles University. Explores the development of the university's social sciences department. Identifies the influence of the former Marxist-Leninist regime on the university. Reviews Palous' experiences as a dissident philosopher and teacher. Examines the role of the…

Empowerment as social action addresses lack of control by enhancing participation in community action. An alcohol and substance abuse prevention program for New Mexico adolescents used Freire's problem posing and critical thinking philosophy and methods to empower young people to change their health behavior. (SK)

Compares three social policy models (market, progressive-liberal-welfare, social redistribution); links them to adult education models (vocational-behaviorist, liberal-humanist-progressive, liberatory/social reconstruction) and to sociological theories (structural functionalism and conflict theory). (SK)