Homer's epic poetry illustrates correspondence between society's needs and the values stressed in education, while Socrates' thought uncovers contradictions between social and educational values and seeks a new form of correspondence. Examples from the Epics and Plato's early dialogues trace changing educational attitudes among the Classical…

Issues that should be debated by physical educators to provide vision and direction for the field include: (1) how to respond to social and technological change; (2) defining objectives; and (3) fragmentation and specialization within the profession. A plan for a new professional synthesis is proposed. (PP)

Three principal concerns underlie the Harvard Graduate School of Education philosophy: participation in debate about what the role of education in society ought to be, engagement in research to inform and improve educational practices, and increased efforts to understand and improve schools. These approaches resolve current reactionary trends in…

Responding to an article by Donald Vandenberg (Educational Theory, Summer 1980) on the meaning of the phrase "educative experience" in John Dewey's "Democracy in Education," Chambliss says that Vandenberg misunderstands Dewey's conception of both education and experience. Social and educational implications of Dewey's thought…

In excerpts from his inaugural address, Washington College's president reaffirms the value of the small liberal arts college in a highly specialized educational system, denounces the university's scientific approach as inappropriate for providing a value system for students, and notes the need for several distinct approaches to learning. (MSE)

The need for a philosophic base to provide direction for science curriculum development and instruction is discussed. The history of philosophies of science is traced, followed by an extended discussion of a "new" philosophy and its implications for the curriculum. (MNS)

Instead of confirming John Dewey's ideas, Lawrence Kohlberg's writings on moral-cognitive development conflict with some of Dewey's principal concepts about moral development. Dewey's views of psychological growth, or development, and attainment of the good are contrasted with Kohlberg's findings. (PP)

The educational philosophy of Julius Nyerere, President of the United Republic of Tanzania, is examined, including that which was published in "Education for Self-Reliance" (1968). Major changes and reforms that have taken place in the Tanzanian educational system are reported. (CJ)

This essay examines how themes emerging in the writing of New Left thinkers resemble those espoused by traditional American cultural conservatives. The views of Donald Davidson, a representative of the Southern Agrarian movement, concerning industrialization in the United States and the role of progressive education in socialization are discussed.…

The author asserts that the struggle for gender-justice and the struggle to seize the means of production and smash capitalism are aspects of the same effort, in this commentary on an article by Jane Roland Martin (Educational Theory, v31 n2) about sex bias in the intellectual disciplines. (PP)

This paper analyses and comments on an article by Jane Roland Martin (Educational Theory, v31 n2) concerning a masculine bias in the teaching of the intellectual disciplines. Roemer supports Martin's major arguments, including the idea that women are forced to accommodate to norms established for men. (PP)

Defines and describes project-based learning (activity in which students develop understanding of topic through involvement in actual problem or issue) and notes models of project work (project exercise, project component, and project orientation); dimensions; philosophical and psychological bases; and implications of project-based learning.…

Indicates that including philosophical skills in the reading program of fifth-grade students led to improved reading comprehension achievement for both above and below average readers. (FL)

Reviews and critiques T. W. Moore's position on the role of educational philosophers and his contemporary model of educational theory. Argues that contemporary educational philosophers should bring their special resources to bear on educational questions. Describes how students can be initiated into the contemporary philosophy of education. (WL)

Focuses, in summary fashion, on the history and development of children's play-groups in the Netherlands, as well as their goals and philosophy, classroom structure and format, the role of parents, requirements for teachers and staffing, and methods of financing. (Author/RH)