This paper is an argument for self-governing schools that do not pressure children into learning to read by the time they are 6 or 7 years old, and gives them the ultimate responsibility for deciding what to read. (MS)

Examines two incompatible points of view on the future--the superindustrial world view and the postindustrial world view--that illustrate the power of images of the future in shaping the structures and practices of education; and looks at the moral choice these two views offer educators. (Author/IRT)

Two courses were combined experimentally and succeeded in providing college students with in-depth learning about creativity: a psychology course explored psychologists' efforts to understand creativity and encouraged student self-exploration, and an art course focused on creativity as a way of living. Group projects and evaluation are discussed.…

This resource guide provides a theoretical and practical text for teaching character education. It allows educators to do their own in-depth teacher education and implementation of virtue-centered character education. With this information, teachers can move character education from theory to practice. Chapter 1 begins with a definition of…

Experiential learning as a field of practice is vast. This paper uses the metaphor of a tree to categorize experiential learning's variety, the roots being the underpinning theoretical traditions and the branches the various forms of practice. The place of experience is highly valued in three traditions of adult education: the progressive,…

The author discusses some of the human, psychological, and educational problems that he has encountered in introducing humanistic teaching to his college classes as an alternative to conventional education. (JR)

We need large scale social involvement which will mobilize the forces and institutions of society to bring pressure to bear upon the educational system. Until teachers can step out of their central classroom positions and into the role of agents for change, we may be stuck with our present inadequate system. (Author/CB)

Paper written pursuant to a contract with the U.S. Office of Education, under the provisions of the Cooperative Research Program.

Computers are highly sophisticated information-processing tools. They must not become ends in themselves. Computer technology must not be substituted for direct encounters with other humans, for active participation in the free enterprise system, or for cultivating competencies necessary for citizenship. (PP)

In Norway, curriculum theorists have veered from an emphasis on content or subject matter to concentration on the learning process, defined in psychological terms. The most recent statements by national curriculum committees attempt to strike a balance between these postitions. (PP)

Employs the developmental-structuralist approach of James Fowler to follow the growth of cognition in college undergraduates. Urges teachers to focus on the strengths and capabilities of their students and to prod them to expansion and advanced cognitive development. (DMM)

This discussion of "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" argues that educational philosophy should clarify educational alternatives and avoid taking established educational theories for granted. Philosophers of education should take into account viewpoints of children and other…

Writing is a vehicle that opens the door to an awareness of the self and its response to the world. To broaden this awareness, it is integral to zoom in on students' feelings, for these feelings are generally sensitive and very articulate. Activities are suggested. (RM)

Teachers' problems are inadequately understood, and conceptions of their behavior are inadequate. As a result, expectations of rapid change in education have been disappointed. To understand people's actions, one must understand their intentions. Personal construct theory can help with the understanding of teachers. (PP)

Discusses the use of fairy tales in intermediate and advanced French courses as source material for discussion of French cultural values and traditional behavior patterns. Methods of analyzing values in a fairy tale and implementation in the classroom are discussed using "Le Petit Chaperon Rouge" as an example. (AMH)