Using specific examples, the author discusses how the Chinese educators link theory with practice in order to associate education with the three great revolutionary motive forces--the class struggle, the drive towards productivity, and scientific experimentation. (Author/RM)

Defines terms, discusses the scope and content of educational history and its relation to history, the social sciences, and the humanities. Related fields such as educational philosophy, educational sociology, and comparative education are discussed. Concludes that the study of educational history is fundamental to an understanding of the…

To justify expenditures for art programs, art teachers should stop using platitudes about the by-products of art education, such as fun and self-expression. They should present art as a serious intellectual discipline which has content of value for students. (SJL)

Examines desirability of educational courses which encourage students to develop a certain kind of psychological or social identity. Examples are ethnic studies, women's studies, and courses to enforce national solidarity. Concludes that courses which deal with students' identities serve mainly to reinforce the students' neuroses. (DB)

The differences in the developmental philosophies of vocational education personnel and special education personnel, and the effects of these differences on students, are discussed. The need to examine specific job skills, to work with groups and modify group-developed materials, and to look at individual students prescriptively are discussed.…

Using the benefits to students and teachers alike in mathematics classes as an example, the author describes a successful attempt to group students vertically (students of different ages in the same class) in a combined high school and community college. (KC)

The author states that there are numerous variables embraced in the concept of contracting (clearly stated objectives, individualization, self-evaluation, cooperation between student and teacher) and lists 27 varieties of contracts. He concludes that objectives and reasons for contracting be clear before determining that contracting is the best…

The author summarizes some of Piaget's beliefs, and states that the curriculum in today's schools must be changed in order to put into practice some of these beliefs, and to prepare students to reason together and work cooperatively to solve common world problems. (KC)

The author describes a performance-oriented music program, and suggests that performance-oriented skills should play a major part in the general music curriculum; when teachers demonstrate the value of performance-oriented objectives to administrators and the community, general music programs are less likely to be cut. (KC)

A staff development model synthesizing the /I/D/E/A/ and Rand studies of the change process in schools is presented. The discussion focuses on how the organizational self-interest of the various parties interested in staff development actually impede innovation. (JMF)

In this paper, the success of the Cuban strategies in creating an educated nation is discussed in an attempt to stimulate questions about educational strategy elsewhere. Four major areas examined are adult education, manpower strategies, rural education and the flexible approach to educational problems. (WI)

A graduate course in educational philosophy, having a uniform number of hours and the same instructor, was taken by eight different groups over three different periods of time: 15 weeks, 7-8 weeks, or 4 weekends. No significant differences were found in final examination scores among any of the groups. (GDC)

Objects to the idea of treating molecular particles, such as molecules and atoms, as equal in kind to substances when discussing chemical reactions, thus confusing their different roles in the theory of matter. (GA)

"Comprehensive universities and colleges" have emerged since World War II as the synthesis of academic emphasis and social demands. Reasons for their growth and ways in which they provide a link between theory and application are discussed. (LBH)

Considers preparation for new community college missions in areas of (1) candidly assessing institutional innovations in terms of community needs, not simply whether they incorporate current educational trends; (2) utilizing the resources of the college's target community; and (3) commitment to move from selective to adaptive modes of education.…