Examines the historical development of work-study programs from the early days of communist government to current practices in China. Traditional Chinese culture separated mental and manual labor according to Confucian edicts. After a slow start, work-study was integrated into the national curriculum in the late 1950s. (MJP)

Asserts that all of the major principles of political democracy are embedded in the tenets of multicultural education. Multicultural education facilitates the translation of principles of democratic living into practice for a society populated by people from many different ethnic, racial, cultural, and social backgrounds. (MJP)

Recounts a group of western educators' three-week tour of Korea, sponsored by the Korean Studies Workshop. The educators interviewed administrators, attended lectures, and visited elementary and secondary schools. Provides an excellent overview of the state of Korean K-12 education, including proposed curricular reforms. (MJP)

Provides a summary of postmodernist thinking and attempts to find a place for social studies in a system that abjures all accepted notions of authority and objectivity. Concludes that postmodernism's view of a world ruled by a multiple discourses is not inimical to social studies' emphasis on critical analysis. (MJP)

Identifies key elements of Waldorf education (holistic and aesthetic), describes the experience of a Waldorf-inspired public school, discusses what mainstream educators can learn from Waldorf schooling, and presents a personal statement about the importance of such learning for educators, parents, and students in an increasingly high-tech world.…

Introduces a recursive-based developmental theory of multiple/multiethnic perspective-taking ability for teachers' developmentally and culturally congruent pedagogy: a way to understand and facilitate growth in teachers' interpersonal pedagogical coordination for developmentally and culturally congruent teaching as "teaching for all…

Conducted in-depth interviews with early childhood teachers in Sweden, Russia, and United States as to their society's influence on early childhood education. Found differences in responses related to the macro-, meso-, and micro-levels of the societal system. Findings deepen understanding about multidimensional relationships between early…

Reports on a case study of the perceptions of principles of traditional South African schools on social change. The principal's essential conservatism suggests that meaningful curriculum change will not be easily achieved. Reveals a deep dichotomy between progressive educational rhetoric and actual school practices. (MJP)

Suggests a reorientation within science in terms of morals, ethics, and higher values. Argues that science and science-education should encourage a deep-based relation to, and respect for, the object of study as part of a larger orientation to life. Recommends unification between objective and scientific fact. (MJP)

Reprint of the 1966 article as a representative example of thinking about art education during the 1960s. Reiterates the need for aesthetic judgement in art education and discusses those characteristics and approaches that render a judgement valid. Maintains that justification or an aesthetic opinion should be descriptive rather than explanatory.…

Criticizes arguments for providing a global perspective for sociology through greater use of interdisciplinary and international materials. Maintains that these materials simply will be fitted into predetermined categories and approaches. Recommends adopting a world-historical perspective that rejects nationalist comparisons and accepts patterns…

Trends fostered by globalization have increased pressures for school choice in westernized nations. A review of international research indicates that policies that increase school choice can balance the tensions inherent in simultaneously educating for diversity and social cohesion, but only if carefully designed and monitored. Civil society must…

Contends that the technological mentality will lead to greater emphasis on technique, defined as using technological methods in nonmechanical or nonmachine context. Argues that greater focus on technique implies many dangers including placing form over content and a loss of spirituality. Analyzes technique from several perspectives and the…

Discusses the psychological context of aesthetic literacy in relation to E. D. Hirsch's ideas on cultural literacy. Argues adults should not interpret artworks for children and notes the implications for curriculum planners. Provides examples of childrens' understanding of art works. Maintains that any curriculum is the interaction of content and…

Maintains that historical objectivity is a myth and that scholars and teachers should recognize that fact. Asserts that the use of primary sources and oral history focusing on underrepresented groups such as women and minority groups is one way of using subjective materials to achieve objectivity. (CFR)