"General Education Today: A Critical Analysis of Controversies, Practices, and Reforms" (A 248-page book by Jerry G. Gaff, published by Jossey-Bass in 1983) is reviewed here as an important contribution to the abundant literature on general education. America is currently undergoing a general education revival. Part I of Gaff's book…

Several essays which relate the author's "Freckles Theory" to social issues are presented. The Freckles Theory states that nature is composed of opposing, but complementary, forces; that each individual's cultural view places these forces in either harmony or antagonism; and that racism and genderism are a negative reaction to nature and…

A pilot study in reasoning readiness was conducted in 1971 by administering tests of linguistic errors to 27 fifthe and sixth-grade students at School 21 in Yonkers, N.Y. It was found that they are able to understand and correct fallacies and linguistic oddities. Journal available from Editor, Dept. of Philosophy, Jersey City State College, 2039…

The U.S. Commissioner of Education, addressing the 1975 Convention, defines vocational education, discusses research on the learning process and implications for vo-ed, quotes George Bernard Shaw in industrialism, and warns against compartmentalizing vocational education. To achieve performance-based learning, individual learner needs are a…

The discussion which took place during the American Vocational Association's (AVA) Agriculture Division meeting at the 1975 AVA Convention is summarized, and the statement of vo-ag education philosophy (including 13 key concepts), which was passed during the convention, is presented. (AJ)

The incorporation of child care services into existing public school systems is advocated because of the need for child care to have strong educational components, a degree of permanence, educational continuity, standards for certification, and job security. (ED)

Describes the implementation, philosophy and curriculum developed for a team teaching approach used in an open kindergarten involving four classes. Problems involved and advantages are enumerated. (ED)

After reviewing the historical and potential place of the humanities in African education, the author advocates an educational model in which the humanities would be limited in the vertical plane (i.e. over-specialization discouraged) but expanded horizontally into other university departments. [Article is in both English and French.] (JT)

Presents suggested readings and reviews for both teacher and student. Gives reasons for including history, sociology, and philosophy in a physics curriculum. (GS)

The author discusses the problem of making philosophy courses relevant to the needs of college students and relevance with modern problems compatable with traditional philosophy. He suggests various approaches including the application of logic to contemporary social arguments and ways of combining the study of traditional philosophers with…

The two British authors visited a conference for primary mathematics teachers in Belgium. This paper records synposes of the four principal lectures given, and a discussion of the differences between British and Belgian views of the nature of mathematics and mathematics education. (SD)

Presents definitions and understandings of moral education, surveys some historical techniques likely to yield starting points for work on a history of moral education, and examines John Locke's theory and practice of moral education. (Author/IRT)

The experimental freshman English course described here weds the teaching of basic reading and writing skills to an introduction to the humanities. Although the semester course is divided into four discrete and sequential mini-courses (semantics, philosophy, history, and myth), the units together develop a common and unifying theme of freedom.…

Author tried to suggest some of the ways long-standing values appear to be thwarting desired educational objectives in Kenya. The curriculum design model being followed was evaluated. (Author/RK)

Discusses the educational philosphy of this radical educator, who believes that education is a political process. Unless the present societal system is altered and the current value-system is repudiated, efforts to alter education are seen to be useless. [Available from Publications Branch, Education Department of Victoria, 234 Queensberry Street,…