The idea of transfer of pedagogy is compared to that of technology transfer, in which knowledge and skills are translated from one environment into another. It is recommended that language instruction be made a truly intercultural endeavor and that educational and cultural exchange be undertaken to bring cultures closer together rather than keep…

An exploration of performance-based education is focused through these questions: What image of human beings does it project? What image of professionals does it project? What purpose does it serve? What image of knowledge does it project? (CT)

Three major classes of issues are raised in Thomas Green's book. Commented upon are: (1) "explanation," which relates to logic, cause, beliefs, and reification; (2) "wholes and parts," which considers whether it is appropriate to treat the educational system apart from the total environment; and (3) "normative and…

Notes that teacher education institutions are facing new demands to diversify the professional preparation of their graduates and that responses to these demands will require new efforts in curriculum and faculty development. (FL)

The author discusses recent trends in education that are making the public call for education reform. The author recommends the articulation of a new public philosophy for public education. He feels the threat of tuition tax credits may hasten this articulation. (CT)

Inservice teacher education is divided into three domains. The procedural domain includes political questions of control, support, delivery of inservice activities, and negotiation. The substantive domain involves technical issues, as in what sequence to teach skills. Within the conceptual domain, the questions are philosophically oriented. (JN)

Illuminates the contributions of private schools, both parochial and independent, to society through the provision of upward mobility for minorities and an understanding of basic values shared by all humankind. (WD)

The author contends that, in spite of the belief by principals and teachers that students participate in school decision making and problem solving, in reality they really do not. He suggests ways in which this condition can be rectified. (KC)

The author describes polychoral music (multidirectional presentation of music) and suggests that, when introduced into an elementary or secondary school choral program, this music not only offers students and audiences new experiences with music, it opens up avenues to fresh concepts in programing as well. Selected polychoral works are listed. (KC)

The prevailing view of educational theory is that its purpose is to be translated into practice. Theory is most practically applicable to situations which educators expect to confront at some future time. (JN)

Analyzes the educational philosophy in Rousseau's "Emile" and its influence on the secularization of French moral education during the nineteenth and early twentieth centuries. This critical analysis of Rousseau's naturalistic ethics covers the importance of home-life, habit-training, discipline, reason, physical needs, and historical…

The assignment of responsibility to the educational institution and its agents eliminates moral responsibility from society. The key concept of responsibility is examined and its moral applicability to institutions refuted. A direction to be taken to reinstate moral responsibility in society is proposed. (JN)

Presents results of a study undertaken to compare contents of Polish primary school books from two historical periods--1938 and 1976-78. The objective was to relate books from the two periods to the respective ideological and constitutional bases of the socio-political systems they represented. Findings indicated the content of books from the two…

Examines the semiutopian life-style of students and staff at an elite private, coeducational boarding school. The author concludes that the school provides students with the foundations for academic and social success at a cost of emotional distance from their home circumstances. For journal availability, see SO 509 295. (AM)

Two models for the education profession are described. Components of the conceptual model include knowledge, educational philosophy, and skills required to deliver the pedagogic service. The instructional model evolves from the conceptual model and is concerned with problem solving, professional development, and professional competency. (JN)