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)

This article considers whether a distinction should be made between educating for culture and educating for socialization. Views of progressive educators, traditionalists, and modern radical educators are examined. A careful distinction should be made between the two terms, so that neither socialization nor cultural education is sacrificed. (PP)

Jane Roland Martin's charge that a male cognitive perspective dominates educational philosophy is assessed. Martin's views on the ideal educated person (in writings of R. S. Peters and others), gender bias in the intellectual disciplines, the rationality learning theory, and self-alienation of educated women are analyzed. (PP)

Advice is offered to school health educators facing pressure from the back-to-basics movement and budget cutbacks. Health education teachers should: (1) develop a sound, defensible educational philosophy; (2) be able to explain why health education is a "basic"; (3) generate student, parent, and community support; and (4) be more active…

The instructional relevance of four educational philosophies--idealism, realism, experimentalism, and existentialism--to the undergraduate social work curriculum design and educational milieu is explored. The relationship of the problem-solving focus of experimentalism to social work intervention is discussed. (MSE)

Paul Hirst's concept that education is an autonomous discipline to which the theologian cannot make a contribution, even in church-related schools, is reviewed and criticized. Hirst has not made a case for excluding theologians from educational debate or the church from operating educational institutions. (IS)

Excerpts from an interview with Dr. Ralph Tyler are presented. Topics touched upon include educational theory and curriculum development, improving educational quality, multicultural education, computers, and the curriculum of the future. (PP)

Children's natural enthusiasm for science is too often destroyed by the way the subject is taught. An elementary school teacher explains how to instill in young students an interest in science and a desire to understand why things happen as they do. (PP)

Difficulties associated with applying the scientific method to disciplines which deal with man and the societies he creates are discussed. Implications for institutional professions such as librarianship are mentioned. (PP)

The author takes issue with some of the essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," which urge that educational philosophy be tied to practitioner needs. Educational philosophy should concentrate on understanding education, not on improving it. (PP)

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…

While educators have always talked about active citizenship and critical thought, classroom practices have emphasized passive acquisition and character development. Teachers' philosophical assumptions that enable them to train future citizens to become passive spectators are discussed. (Author/RM)

Cites representative extensions of concept of entropy (measure of the amount of energy unavailable for useful work; from the second law of thermodynamics) noting basic relationships between entropy, order, information, and meaning in such disciplines as biology, economics, information science, the arts, and religion. Seventy-eight references are…

Distinguishes English teaching as science from English teaching as art. Opts for teaching as art. (JL)

Applies a philosophical perspective to the landmark 1970 memorandum "Freedom and Authority" written by A. W. Jones, then Director-General of Education in South Australia. In the memorandum Jones attempted a decentralization and reform of South Australian schools. (Author/JM)