Attempts to specify how far recent changes in educational history have taken us and to offer a critical assessment of its effect on philosophy instruction. (Author/RK)

Statistics prepared by the National Center for Education Statistics (NCES) indicate that enrollment for the nonpublic school will show modest signs of growth. (Author)

Liberation theory from a Third World adult educator is seen as consistent with social work ideals and an avenue for social work education to travel in developing better learning and more motivated, knowledgeable, critical, responsible, and autonomous learners. (Author/LBH)

Four distinct stances as to how the profession should relate to society are identified and discussed: (1) social work versus society; (2) social work as a distinct entity independent from society; (3) social work as an instrument of society; and (4) social work as an intermediary between the individual and society. (Author/LBH)

An annotated bibliography of selected documents in the ERIC collection dealing with general education for the two-year college occupational student. (DC)

Reported are citizens values regarding the importance of: (1) various university goals and activities; (2) various academic fields or disciplines; and (3) various reasons for attending the University of Minnesota. In a stratified random sample of 722 Minnesota citizens there was a 56 percent response rate and categories of values were identified.…

Discusses definitions and standards of literacy while comparing the cultural-transmission and progressive views of education. (RL)

A historical justification for the need for traditional liberal learning in adult education programs to balance the vocational and experiential forms of learning is offered. (LBH)

Four major dimensions of the philosophy and ideology of L'Arche, a center for mentally handicapped persons using a "community" approach, are: the value of a person with mental handicaps; the importance of mutual relationships; the importance of a sense of community; and the spiritual dimension. (Author/CB)

Proposes an alternative to discipline-based art education (DBAE) called Aesthetic Response Theory (A*R*T*). Reviews problems of DBAE and outlines a curriculum based on the A*R*T* alternative. Concludes that the A*R*T* approach makes the serious study of art more feasible for classroom teachers. (BR)

Argues that the McGuffey readers introduced pedagogical innovations that provided moral themes many continue to value. (FL)

Defines curriculum along with introduction to structural thought. Reviews why the study of curriculum has been so turbulent. Describes the movement to teach structure of the disciplines during the 1960's and analyzes this time frame from the post-structual perspectives of Michel Foucault and Jacques Derrida. Summarizes the meaning of curriculum…

Contends that J. L. Austin's speech act theory can supplement classical rhetoric because it conserves the essentials of a rhetorical vision of language, defends that rhetorical view against the traditional attacks on it, yet is also free of several aspects of classical rhetoric that are now outmoded. (SKC)

Reviews the American college and university president's role as it developed in Colonial times through the era of the academy (1819-1862), the emerging university (1862-1915), the golden age (1915-1975), and the age of uncertainty (1975 to the present). The college president's role as educational leader depends on institutional mission and goals.…