Presented is a sampling of radio tapes which are available for use in the classroom, to help social science teachers promote a taste for history and other social sciences in a real and dynamic way. (KC)

The author gives an account of comparative education in Europe, using professional comparative education societies as the main unit of description. He states that the intellectual definition of European comparative education (focus on higher education and teacher education) is sharply different from that of American comparative education (focus on…

This letter is written in response to Joseph P. Farrell's article (Comparative Education Review 23, February 1979), "The Necessity of Comparisons in the Study of Education." It raises doubts about the possibility of an exact science of education because education is based in the humanities. (KC)

Four educational models are presented; then the implications of these models for discipline are explored and explicated. The aim is to promote a greater awareness of the theoretical assumptions which motivate different attitudes toward discipline, thereby creating a more solid basis both for understanding and for intelligent action. (Author/KC)

To answer the question posed in the title, the authors assess the progress of primary science in Britain since 1964, reassess policies on science at the primary stage, discuss children's scientific ideas, evaluate the professional training of primary teachers in science, and make a few recommendations. (KC)

The author reviews recent structural changes in the West German educational system and examines some of the social changes and some of the debates between reformist and traditionalist educators which may be indicative of future trends. (SJL)

The author draws attention to the closed network of social settings in India which have built-in devices to frustrate any advance for interview or conversation. He maintains that adult education does not mean teaching the mother tongue, but teaching a philosophy of change and structural reconstruction through the mother tongue. (Author/ CT)

Presents arguments by Robert Lowe and Matthew Arnold on the 19th century British "Payment by Results" Plan, whereby schools received funds for students who passed minimal competency tests. Emphasizes that the Victorian experience produced acrimonious teachers with low morale and encourages contemporary minimal testing advocates not to…

Reviews where we have been, where we are now, and where we ought to be going in teaching American history. Topics discussed include consensus historians, questioning of consensus interpretations, new interest in the origins of Americans, history of women, history of American labor, and development of a new social history. (Author/DB)

The focus of this essay on the psychological and pedagogical issues of the college introductory logic course includes a look at the roots of the informal logic movement, an analysis of logic and language, a statement of the need for evaluation of the informal logic course, and some suggested alternatives. (JN)

While Buber and Neill insist upon promoting the freedom and happiness of the student, their attitudes toward discipline and order and the role of the teacher in this regard differ radically. This difference is traceable to a contrast in principles concerning the nature of the person and religion. (Author/SJL)

Presented is a comprehensive statement elaborating Principle Seven of the UN's Declaration of the Rights of the Child. Discussed are: aims of education (formal and informal); means of providing education; early childhood education; preparation of personnel (parents, future parents, teachers, social workers, community organizations); books, films,…

Presented are several approaches to motivate students who are reluctant to get involved in art projects: experimental, creative competition, mechanical, utilitarian, complementary (interdependent), illusory, rhythmical, and the creatures and caricature approach. (KC)

The use of values clarification methodology in public schools and by quasi-public agencies is questioned. Among the objections raised are that the approach is theoretically weak, conflicts with many traditional beliefs, and constitutes an invasion of privacy. A re-orientation among environmental educators is advocated. (WB)

The teacher's role is not one of a supplier of values. Rather it is that of facilitator and clarifier of the valuing process. Philosophical reasoning, disclosure of differences, and moral significance of those differences can be used to further understanding of a moral dilemma. (JN)