Critiques arguments by Harry Brighouse for ignoring the social and political contexts that generate policies concerned with compulsory schooling and school choice. Proposes changes in educational policy that would develop structures and procedures designed to prevent already disadvantaged children from suffering further from increased school…

Beliefs about science and religion held by students (n=44), teachers (n=10), and clergy (n=4) in a Lutheran secondary school in Australia were assessed via survey and interview. Participants' views of the relationship between science and religious beliefs were complex. Concludes that traditional science programs do not adequately address the range…

Looks at different waves of school reform beginning with Sputnik in the 1950s. Examines influences in today's reform, including industrial influences and school choice. Argues that the origins and outcomes of school reform have more to do with what is happening outside the school than within it, and that schools must think beyond objective indices…

Differentiates self-esteem from narcissism and traces societal preoccupation with self-esteem. Maintains that placing so much importance on an individual and self-esteem obscures the value of a balance between individuality and mutual responsibility. Describes Montessori's emphasis on the child's inner development and on community and mutual…

This reprinted article discusses the intrinsic value and indispensable necessity of the use of natural signs in the education of students with deafness. The benefits of sign language over oral language, the use of sign language to teach moral development, and the need for a common language is discussed. (CR)

This reprinted article discusses the overemphasis of sign language, which contributes to their isolation, in teaching students with deafness. Teachers are urged to avoid signing in the classroom when spelling on fingers or using written language will convey the same information. (CR)

This reprinted article from 1899 argues against the abolition of sign language in the classrooms of students with deafness. It also discusses the benefits of sign language and the ability of sign language to explain words and to convey information. (CR)

Proposes that the formalization of common schooling in the United States derives from the sequence of institutional formation beginning with the state asylum, moving to the reformatory, and then moving to compulsory attendance. Shows the integration of delinquent and special youth in the U.S. educational system. Contains 112 references. (SLD)

School subjects are not the same as the forms of inquiry that produce their underlying knowledge base, and the existence of conceptual structure does not automatically legitimize subjects. Beyond process and content approaches is the central ethos of a subject; for technology education, tools, materials, and ideas are at the core and students are…

Describes the success of various school projects which focused on Aboriginal culture. Suggests these projects encouraged parental involvement and also gave the entire Aboriginal community new respect, pride, and sense of ownership of their school. (NH)

Using an excerpt from one of Plato's early dialogs, this article examines the distinction between knowledge and opinion. It urges teachers to invite gifted students to reflect on this distinction to make the students more receptive to all levels and types of experiences and to maximize their knowledge in as many subjects as possible. (CR)

Describes how the author facilitates drama experiences in the foundations of education courses that she teaches for preservice teachers. Suggests the course helps students gain an understanding of the philosophies of education, the rationale for arts in the curriculum, as well as multiple perspectives of dramatic art, by learning through…

This article shares comments made by Mary Nelle McLennan, an executive editor of RE:view and a former teacher of young students with visual impairments, when she accepted the Mary K. Bauman Award in 1998. She discusses her belief that children learn through discovery and experience, not lecture, and makes recommendations to fellow teachers. (CR)

Develops a history and philosophy of science framework based on a rational reconstruction of experimental observations that led to the Millikan-Ehrenhaft controversy, and evaluates 31 chemistry books for coverage of the controversy. Finds that most books lacked a history and philosophy of science perspective and did not adequately address several…

Argues that science students should be taught to acknowledge the parallel structure of knowledge and belief, and recognize that science requires a presuppositional foundation that is itself not verifiable in order to reintroduce a valuable discussion on the meaning of science and its impact on life. (Contains 87 references.) (Author/WRM)