Nine steps are presented which a teacher should consider in order to elicit and develop creativity in students. An analogy is drawn wherein the teacher is a gardener, planting and caring for seeds of creativity. (KC)

Described is a travel program, which is an alternative to traditional classroom instruction. The authors discuss why to develop a travel program, describe how it works, and list procedures for avoiding liability. They conclude that travel can provide a high degree of understanding necessary for survival in a turbulent world. (KC)

The author believes that, although there are negative aspects to the declining school enrollment in the primary schools in England (e.g., teacher redeployment, teacher unemployment, school closures), this phenomenon could give rise to a higher general standard of living and better educational opportunities for all. (KC)

The author suggests that the librarian should be more than a dispenser of books and films, and should actively advocate humanist values and thus help young people with their problems. Included is a list of materials designed to help librarians keep up with issues, problems, and opinions among minority youth. (KC)

The author discusses the desirability of a problem-solving approach to teaching, from preschool through the graduate level, as the best way to have students learn to think for themselves and to arrive at an opinion on the basis of the best available evidence. (KC)

The author describes the aesthetic education curriculum developed by CEMREL (Central Midwestern Region Educational Laboratory), which encompasses six areas: aesthetics in the physical world, aesthetics and arts elements, aesthetics and the creative process, aesthetics and the artist, aesthetics and the culture, and aesthetics and the environment.…

The author presents a strong case for the Artists in Schools Program, by describing the success of such programs throughout the United States. He believes this experiential approach to art provides humanizing experiences. (KC)

An examination of the career education movement, its social interaction and work theories, and its jargon is needed. The author cites a number of authors' statements on career education, and poses ethical as well as practical questions about it. (MF)

Explains changes in business education in England as a result of Business Education Council policies and programs. Emphasis is on the role of economics in the new business studies curriculum. (Author/DB)

Presents examples of interdisciplinary research since the origin of western science and predicts that future interdisciplinary approaches to epistemological writing will take into account divergent thinking patterns and thereby end the domination by western intellectual imperialism. For journal availability, see SO 506 201. (Author/DB)

Analyzes the historical context of mass communication curricula, proposes a philosophical mode to which mass communication education ought to adhere, and suggests a particular definition and teaching methodology for the practical production course. (ED.)

Dewey's notion of applying the method of social intelligence to the solution of social problems is critically reviewed with special emphasis on his failure to come to terms with the question of concentrated social power in America. Theoretical ambiguities as well as unclear ideas on the practical agencies of social change are pointed out. (DS)

Beginning with the notion of language as the basis for all thought, this article presents a formal analysis of Unamuno's thought and its relevance to educational aims in modern culture, stressing that the goal of education is to draw the student into the background of meanings and feeling that constitutes his language that he might come to learn…

Explains how general physics textbooks introduce fundamental concepts on the basis of controversial philosophical outlooks, without indicating this either to the student or the instructor. Examines critically the philosophical approaches in a number of textbooks from a dialectical materialist viewpoint. (Author/GA)

Author critically comments on D.W. Hamlyn's work on human learning which borrows from the classical philosophies of rationalism and empiricism. These lack a proper biological perspective for man and an adequate appreciation of man's social nature. The author discusses animal-like instinctive behavior and specifically social learning. For journal…