Notes that the precepts of rhetoric instruction have changed little since their formalization in influential classical works. Reviews the canons-divisions framework of classical rhetoric, then looks at their modern counterparts. (FL)

Discusses new ideas about teacher education, specifically, the need to develop a literate community of teachers who are familiar with the most current educational philosophy and theories. (SRT)

Studies on science course improvement projects are synthesized, with reactions from several professional organizations. Other reports from the mid-1980s are noted. A brief summary of research findings is provided, with a longer discussion on the impetus for change, the conditions needed for change, and who decides. (MNS)

The evils of compulsory instruction and the problems of educational reform in the general education system are explored. Strategies which target student boredom as a focal point are offered for improving education. (DF)

Describes education as an alienation of mind from body, thought from action, reason from feeling, and self from other. Traditional definitions of education relate it only to society's productive--not reproductive--processes. Reconstructing education is only possible if we acknowledge the workings of gender in educational theory. (KH)

Criteria are set forth for a philosophy that could contribute to advancement in educational administration. Three broad areas are covered: (1) the ideas and methods of educational administration; (2) communication and verification in the field; and (3) values and the normative side of education. (TE)

Argues that moral education and science education are mutually relevant to each other; both imparting propositional knowledge and fostering the acquisition of certain virtues or propensities to behave in certain ways. Illustrates the importance of moral decision making within science and shows how science education and moral education may be…

Maintains that too "open" approaches to moral education and too "closed" approaches to science education result from the failure of both disciplines to reflect on their rational foundations. Consulting the recent work of philosophers and other theorists seeking to elucidate the foundations of disciplinary knowledge may correct present excesses.…

Chronicles and critiques recent research on the life and work of Neill, to gain a deeper insight on his educational views. Makes extensive use of two books by Jonathan Croall: "Neill of Summerhill" and "All the Best, Neill: Letters from Summerhill." (TRS)

Lists five fundamentals for early childhood education: (1) each child is unique, (2) each child has a range of differences within, (3) learning that lasts is embedded in meaningful experiences, (4) a good teacher gets to know each child and is knowledgeable about a child's needs, and (5) parents and teachers need to work cooperatively. (HOD)

Argues that the child-centered theme of natural development advocated in Rousseau's EMILE (Rousseau, 1911), provided an unduly traditional and restricted view of education for the female role. Maintains that the full development of girls requires a vision of how things ought to be and a willingness to defend such value judgments, rather than…

To generate student interest in an eleventh grade Canadian history course in Winnipeg (Canada), inter-school debates were held. The format, philosophy, evolution, and planning of the debates are discussed. Also examined are the roles played by the chairperson and the commentators. (RM)

A study was conducted to examine the status of office administration programs in the United States as they existed during the 1982 school year. Information was collected from 59 institutions with baccalaureate-degree programs in office administration. Results are presented concerning program titles, semester hour requirements, course requirements,…

Middle level program planning involves three phases over three years: developing a written school philosophy, designing the curricular program, and implementing the plan to meet objectives. (Author/DCS)

A framework for conducting educational studies is presented. While the framework takes issue with some of John Wilson's ideas concerning the nature of educational studies (Oxford Review of Education v8 p3-19 1982), it contains a methodology for implementing many of his practical, problem-oriented proposals. (RM)