Maintains that, in order to understand the current debate over liberalism, a historical perspective on the subject is necessary. Traces the history of liberalism from its inception in the Reformation to the present conflict between neoclassical liberalism and welfare liberalism. Focuses on the major theorists of liberalism. (RW)

Maintains that welfare rights are not incompatible with liberalism's commitment to private property and freedom. Argues that students need to be aware of liberalism's favorable historical position on welfare. Examines the positions of John Locke, Thomas Paine, and John Stuart Mills on poverty, welfare, and the role of the state. (RW)

Proposes teaching political philosophy utilizing a model of Socratic discussion. Describes the use of Socratic discourse in a course entitled Contemporary Political Thought. Divides the course into three components: "the man on the street" analysis of issues; the use of social science literature; and philosophical readings on the issues.…

Examines Alfred North Whitehead's educational theories and the value these theories possess for religious education. Outlines the application of Whitehead's theories to religious education. Expounds on Whitehead's theory of the threefold rhythm of the educational process: romance, precision, and generalization. (RW)

The Executive Director of the Council for Exceptional Children reviews national and organizational efforts in gifted education, and recommends the elimination of arbitrary student placement criteria and hit-or-miss programing and a renewed focus on the individual student, whether gifted or disabled. (DB)

Responds to an article concerned with teaching foreign language literature as a means of second language instruction. It is argued that it is better and linguistically wiser to use time spent on literary appreciation to strengthen and promote "real" language work. (CB)

After the late-nineteenth century, significant changes in the ideological foundations of American institutions of higher learning took place. The social contexts which produced the changes are examined, and the impact of these changes on the curricula and missions of colleges and universities is described. (IAH)

Discusses the use of systematic networks as a basis for the construction of a questionnaire on teachers' views of the philosophy of science. Describes issues of the scientific method, criteria of demarcation, patterns of scientific change, and the status of scientific knowledge from four philosophical positions. (Author/YP)

Discusses the philosophical bases (cognitive and rhetorical) and the various institutional manifestations (freshman composition courses, adjunct and upper division courses, faculty seminars, and writing consultants) of writing across the curriculum. Argues that, at its best, writing across the curriculum means a change in the entire educational…

Views teaching as a form of translation. Discusses the prospects of precise teaching and sets forth some thoughts concerning an ideal model. Delineates discussion from the literary, mystical, and philosophical dimensions in order to elucidate the instructional tasks of religious education. Points out the paradoxes of teaching. (KO)

Discusses the rationale for the use of school incentives in public education and reviews the use of incentives in the public sector. Provides a topological overview of incentive programs and case descriptions. (JOW)

Discusses the needs and the content of a philosophy of mathematics course. Provided are sample term paper topics, sample final exam items, and an annotated bibliography. (YP)

Recommends techniques for teaching history in the junior college. Discusses subject matter to be taught, the psychology of learning, and the philosophy of teaching history. Addresses the special needs of the junior college classroom. Outlines criteria to be followed in teaching history. (RW)

Discusses the debate over the role of vocational education and training in compulsory education in the United Kingdom. Examines the debate within the current political, social, and economic milieu. Analyzes the educational assumptions of this movement, and critiques the social, economic, and educational consequences of vocational education…

In an effort to reinsert mathematical language into everyday discourse, this article considers the following: an undergraduate early childhood curriculum class, analogical discourse in relation to mathematical language, and the ways in which analogical language aids recovery of the things that bind humankind to the earth and to each other. (IAH)