A distinction between the student movement and the counterculture is made. Many of the educational innovations endorsed by the student movement in the 1960s are seen as having survived while the sociopolitical experimentation promoted by the counterculture has failed. Examples of innovations are provided. (MLW)

Shows how Muir's writing succeeded in transforming his readers' imaginative experience of scenic grandeur into an obligation to support preservationist legislation. Demonstrates how he influenced the establishment of Yosemite National Park and the preservation of wilderness reserves. (PD)

Describes the community-based research project of the Regional Land Ownership Task Force in West Virginia: training of citizen researchers, dissemination of findings, community education, and strategy for radical social change. (SK)

Suggests the need for more emphasis upon popular participation as a means of rural development. Proposes alliances between governments and people's organizations to cooperate in research, education and training, and mobilization. Describes contributions of international organizations toward this goal. (SK)

Tested the activity theory (which proposes that elderly persons remain in active contact with their environment) and disengagement theory (which suggests adjustment comes through reduction of activity and social contact). Disengaged elderly were identified. Subjects demonstrated significant improvement over the untreated control subjects. Results…

Points out ways in which science and technology have contributed to social change and stimulated massive social problems such as inflation, crime, unemployment, imbalances in international trade, and energy shortages suggests ways in which citizens can understand and cope with these problems. (DB)

An evaluation is given of the performance of the 96th Congress on child-related federal programs. (JD)

Analyzes the career and films of Jorge Sanjines and the Ukamau Film Collective by providing a historical retrospective of revolutionary filmmaking and by discussing Ukamau's messages, intended audiences, filmmaking processes, and objectives. (Author/CK)

The history, philosophy, and objectives of the John Dewey Society are related. (JD)

Concludes that while neither Hard Hats nor Ethnics bear any great love for youth protesters, they are no more hostile than other white Americans. (Author)

Defines case study and surveys sources of suitable cases for training activists. Suggests how trainers can write and present their own case studies. (SK)

Argues on behalf of a classroom modeled after John Dewey, one that advances social critique and reform but nevertheless values community over radical pedagogy that involves direct confrontation and argumentation. (TB)

This article, written by four undergraduates with extensive experience in community-based research (CBR), summarizes each author's project and offers their views on conditions necessary for CBR success and benefits of CBR for students. (Author)

Outlines recent and past debates on literacy pedagogy. Contends that more students are more highly literate today than ever before. Describes the following literacy pedagogy "ages": the age of reading as decoding; the age of reading as meaning making; the age of reading-writing connections; and the age of reading for social purpose.…

States that moral educators can learn from North Americans who have challenged U.S. human rights violations, especially violations within the United States. Uses race as an analytical tool to illustrate human rights abuses. Concludes by discussing the implications for crossing boundaries between human rights work and moral education. (CMK)