Notes an increased level of interest in the history and philosophy of science by science teachers of all levels. Points to the affective outcomes which the efforts may produce. (CP)

Suggests that the teaching of science and the philosophy of science are separate entities and should not be interconnected in elementary and secondary science instruction. Distinguishes between anecdotal and true science history stating that the former is more appropriate for most science classrooms. (CP)

A distinction is made between the terms basic skills and minimum competence. The impact of minimum competency requirements is discussed through its affect on the scope and structure of current mathematics curricula, and the assessment instruments needed for valid measures of mathematical competence. (JT)

After discussing some of the criticisms of the "new math" and the decline of academic and discipline standards in the schools, the author suggests how mathematics educators can use the back-to-basics movement constructively without joining it. (MN)

The author investigates the meaning of the ambiguous term "new math" in the light of past developments in teaching theories, media, and content. (MN)

After centuries of unsuccessful if earnest effort by missionaries and laymen in church, government, provincial and mixed types of schools, the proportion of native students completing secondary school in Canada was, and is, depressingly low. (Author/AM)

Schools must combine productive manual labor with academic learning, especially in developing countries, in order to create self-reliant and responsible citizens. (AV)

The arrangement and use of space are parts of the nonverbal communications system of the class and, as such, have effects on the performance and behavior of both students and teachers. (MJB)

To determine prevalent philosophies, a questionnaire was sent to junior and senior high school learning disabilities teachers in the Chicago and Denver areas. (JG)

A philosophy of cooperative planning for continuing education is set forth, accompanied by eight major principles that guide its development. Activities of the Rhode Island Consortium for Continuing Education in Social Welfare are reviewed. (Author/LBH)

A questionnaire was used to determine the effect on job satisfaction of the similarity in philosophic view between faculty members and their department chairperson in four-year institutions in the Midwest. No relationship was found. (Author/LBH)

The author views the teaching of mathematics as a social activity in two senses: the first is derived from the relationship of mathematics to the world; the second is related to political considerations. (SD)

Will the current preoccupation with "standards" and control of the curriculum bring our schools more into line with those on the continent? And if so, do teachers and parents know what may follow? At the end of a year spent looking at British primary schools, the author offers some sobering comparisons between the two systems. (Editor/RK)

Examines the present state of humanistic innovative education, the issues it raises, the research that supports it, and the changes needed to sustain it. (Author/JG)

Offers an overview of William Morris's perspective on the system of education spawned by the commerce-oriented nineteenth century society--a system which he saw as governed by an ideology of cheapness and efficiency in an atmosphere of bleakness, non-spirituality, and process-mindedness. Discusses Morris's appeal for true education. (DMM)