Presented are case histories of educational planning in two countries where reform was successful. The authors argue that change is not likely to occur if the model of planning employed is one imposed by an international donor agency, as opposed to one developed by the educational agency receiving funds. (KC)

Listed are 10 steps which must be taken in developing an individualized education program. Discussed are the advantages and disadvantages of developing an IEP, and the suggestion is made that some professionals consider the IEP to be a wave of the future for education in general. (KC)

Listed are some of the goals and objectives which should be incorporated into successful band programs for middle school and/or junior high school students. This list is followed by components of ideal beginning, intermediate, and advanced band programs. (KC)

Approaches to gaining solid, continuing support for the art program in Dade County, Florida are outlined. The authors state that the advances made are the result of hard work and painstakingly earned administrative support. Each action step described is followed by a description of the result of that action. (KC)

Following a brief discussion of the "occupational diseases" of teaching are some questions which teachers can ask themselves to help define for themselves how they might use the teaching process to enrich themselves as people. (KC)

The American college is viewed as a continuation of the self-education processes of the universe. A core curriculum is described which includes courses that would present the four evolutionary phases of the functional cosmology, the four phases of human cultural development, and classical cultures that have dominated human development. (JN)

It is suggested that short quizzes be given during the last ten minutes of lecture periods. Examples of the type of material that is recommended are presented. (BB)

Discusses research suggesting that geography is no longer important in primary schools, links work of John Dewey with possibilities for using geography, and makes recommendations for curriculum reform at this level. For journal availability, see SO 507 291. (CK)

Explains the rationale, development, and implementation of a subspeciality, career development specialist, in a counselor education program. (Author)

Remarks directed to Peter Augustine Lawler and an earlier article are presented. The rationale for a program of philosophy for children developed at Montclair State College is compared with Roland Garrett's conception of philosophy. Distortions in Lawler's perception of current philosophical practice and teaching are indicated. (MLW)

The most important contribution the humanities makes to public policy is the sound education of those who will make future public policy. The humanists' task is to provide continuity, to educate each generation about its intellectual, spiritual, moral, and political birthright from which public policy must flow. (MLW)

An analysis is proposed which reduces the concept of imagination to certain logically distinct forms and modes of imagining. This analysis is related to contemporary definitions of the educated person. Implications for moral education are presented together with an examination of philosophies which oppose development of children's imagination.…

Summarizes the theoretical and epistemological bases of the interaction view, noting the pragmatic instances for which this framework is invoked as explanation and justification. Introduces some conceptual and methodological difficulties which need be addressed in formulating appropriate research. Suggests general and specific directions for…

Envisioning changes in the education of the future, this article suggests we will move into an era of "educational centers" or "communities" which will serve all ages, strengthen self-awareness, promote service to others, provide coping skills, and provide a meaningful approach to all aspects of life. (DS)

Exploring the historical antecedents of Kurt Hahn's ideas, this article relates them to the philosophy of the Colorado Outward Bound School, examining some concepts in depth (e.g., physical challenge, self-discovery, individual student commitment, control of student activities, adventure/risk, small group dynamics, and community service). (DS)