Discussion of online searching in the humanities focuses on a comparison of the retrieval from two databases which cover philosophical materials, Philosopher's Index and FRANCIS. Retrieval performance measures are described, including precision and number of relevant records, and the results are discussed. The article concludes with a…

Identifies and responds to criticisms of discipline-based art education (DBAE). Shows how it is an all-inclusive program that responds to the needs of all students. Analyzes factors that relate to self-esteem and demonstrates how DBAE enhances it. Describes a typical lesson and case studies to support this argument. (KM)

Discusses formalist/universalist, personal response/ antiformalist, and pluralist approaches to aesthetics. Recommends using a pluralist approach because it accounts for the aesthetic principles of non-Western art forms. Discusses pluralism in art education and how the criteria of Western aesthetics are now being challenged by art educators. (KM)

Presents a conceptual approach to changing curriculum from industrial arts to technology education. Discusses the need for philosophical and objective development on the part of teachers. Describes how curriculum needs to evolve, facilities must be designed, and the whole implementation process must be evaluated. (JOW)

Community and educational goals must both be used to shape urban curricula. Organizing curricula requires rethinking curriculum content and interrelationships, teacher deployment, building organization, and networking in the community. (CJS)

Responds to an article that called for an end to the instructional diffusion and widely differing standards and directions of Chinese language instruction. Language instruction within the academic setting naturally yields intellectual by-products to the mastery of linguistic skills, and such teaching is justified when it is part of the liberal…

Outlines a theoretical perspective to the philosophy of mathematics that views mathematical knowledge as relativistic rather than absolutist. Reports a field study that was carried out to examine the consequences of the framework. Discusses implications of the research for mathematics teaching. (DB)

Discusses the religious political right's views and their implications for education. Describes the cognitive and moral development of children, and the context best suited for ethical instruction. (DB)

Responds to Bruce Kimball's article, "Professions of Language and Reason," in which he reviews the book, "The Voice of Liberal Learning: Michael Oakeshott on Education," edited by Fuller. Clarifies some of Oakeshott's points concerning rhetoric and education in light of Kimball's characterization of them. (JS)

By characterizing what 20 years of teaching history and philosophy of science have suggested to the author, this paper shows that this teaching has sown the seeds of skepticism and disbelief in a fashion parallel to that in which the introduction of science as a skeptical method vis-a-vis theology undermined belief in God. (SM)

Examines various ways that doubts about the possibility of educating someone may be intended, focusing on the one that is philosphically and culturally the deepest and most important. The paper discusses Socrates' educational philosophy and looks at education and self-deception, education and ethics, and education and culture. (SM)

This article argues for integrating outdoor or environmental education into the special education curriculum. It discusses the definition and philosophy of outdoor education and notes similarities between outdoor education and special education. A list of suggested resources is attached. (DB)

Speculates on factors that may influence the lack of status of a "Science and Technology" course for grade 11 in British Columbia. Suggests that Aristotelian conceptions of the superiority of pure science over practical knowledge affect the status of school subjects. Questions the course's portrayal of the nature of technology and…

Presents the outlines of a constructive view of the cultural significance of the sciences. The article considers the following topics: (1) the sciences; (2) ethics; (3) the arts; (4) considerations on the sciences, ethics, and the arts as a whole; and (5) the claims of religion. Contains 279 references. (ZWH)

Links Grundtvig's philosophy of folk education with American adult education and experiential education. Addresses obstacles to incorporating principles of folk education within conventional educational institutions. Emphasizes the folk-education philosophy that control of learning must be passed back to the student. (KS)