Data were obtained from six technical and further education colleges in Australia that offered off-campus programs for the disadvantaged. Tensions between community service values and entrepreunerialism/commercialism raise questions about the future of access for people who are disenfranchised and marginalized. (SK)

Examines intentional invitations that challenge, confront, exhort, and persuade people to change their behaviors. Assumes that the sender controls the "intention" and that the receiver determines the degree of "inviting." Suggests that elements of the invitational model serve as a framework to create acceptable inducements in…

Explores what happens when teacher beliefs about learning are challenged by children who do not fit the teacher's schema. Uses the example of a child with attention-deficit hyperactivity disorder to illustrate this issue, and suggests that teachers pay close attention to children who may not thrive in a classroom environment strongly rooted in a…

Explores what it means to be a human being and the role music has in people's lives as a justification for teaching music in the schools. Believes that music plays an important role in the lives of human beings and allows them to express feeling about what it means to be human. (CMK)

Introduces a special issue of the "Bulletin of the Council for Research in Music Education." Presents the Dallas (Texas) papers of the MayDay Group, a loosely organized world-wide coalition of music education theorists and practitioners, that critique the book, "Music Matters" (David Elliott). (CMK)

Questions whether morality should not be discussed in schools. Considers claims for the importance of morality by drawing on the work of John Wilson. Argues that the best strategy for public school environments would be to focus on morality in the narrow sense. (CMK)

Discusses the importance of music teachers developing a philosophy. Offers questions to help teachers focus their thoughts on developing their philosophies. Covers issues related to the importance of quality literature, music history, and competitions. (CMK)

Argues for proper engagement between educational philosophical inquiry and Maori "ways of knowing the world." Critiques positivism, hermeneutics, critical theory, and Foucault's notion of power/knowledge in this regard. Examines the success of Maori educational initiatives based in "Kaupapa Maori" theory and the need to…

The spider's web is presented as a model for Indigenous education and community transformation, grounded in Okanagan philosophy. Children are at the center and benefit from the influence of extended family and community. The model's relevance for language revitalization, cultural maintenance, and educational planning and assessment is discussed.…

Addresses what should be learned through service learning in political science identifying two objectives: (1) transmitting knowledge; and (2) developing active citizens. Believes that it is necessary to impart factual knowledge about politics through service learning in order to create educated students and engaged citizens in political science.…

Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" denying there was ever much of an engagement between professional philosophers and educators but noting there was an audience for philosophy of education, particularly when addressing broad educational aims that could drive policy. The essay…

Begins with a brief overview of the origins of constructivist thinking among the philosophers and the major forms of constructivism. Continues with definitions and descriptions of models of constructivist classrooms and teams. And concludes with a comparison of constructivist and traditional approaches to learning. (Contains 27 references.) (WFA)

Explores consciousness studies as a basis for music education philosophy. Examines five areas: (1) background on human consciousness; (2) consciousness as seen from two paradigms; (3) music viewed from a larger perspective; (4) importance of music education as reflecting real-life music making; and (5) critique of music education practice. (CMK)

Argues that Friedrich Froebel used essential principles of Heinrich Pestalozzi, related to pedagogy and curriculum. Investigates two periods when Froebel and Pestalozzi might have conversed to gain information about the other person. Believes that the educational principles of child-centered education originated from Pestalozzi, not Froebel. (CMK)

Discusses the life and career of William Schuman, addressing his career in music with a focus on his work as a composer. Explores his work as the president of the Juilliard School of Music and of the Lincoln Center for the Performing Arts (New York City, New York). Focuses on his philosophy of music education. (CMK)