Synthesizes the Montessori stages of life from birth to adulthood and provides an integrated description of Montessori educational principles. Examines the role of the teacher as learner, revolutionary, and scientist following the child through life. Identifies education as ongoing research on the laws of human development. (KB)

Tells the story of a teacher and a student who connected in a sixth-grade reading lab, but who both became "at-risk" in middle school. Discusses how both were at-risk, and possible explanations and answers. (SR)

Describes a qualitative research study of innovative instructors who use the Internet to deliver college courses. Topics include teacher motivation, problems encountered, philosophies toward teaching and learning, learning environments, and recommendations for other instructors beginning to use the Internet for instructional purposes. (LRW)

Strongly recommends asking students to reflect on their activities when engaging in or studying science. Encouraging students to ask the kinds of questions that philosophers of science ask actively engages students in the scientific inquiry process. (DDR)

High-profile athletic programs contribute to the collegiate ideal and are used by many institutions to provide connections to their internal and external constituencies. The magnitude of major athletic events contributes to and in some cases defines institutional image, even serving as a surrogate for the more intimate community-building…

Analyzes didactics as the hard core of Finnish pedagogic discourse and relates changes in the state educational discourse in Finland to recent developments in department-level curricula in teacher education at Finnish universities in the 1980s and 1990s. The tendency in Finland has been toward a decontextualized and nonhistorical science of…

States that worker needs for appropriate skills, knowledge, and training are not being met by universities. Concludes that continuing education should fulfill three roles of education: training people for jobs, educating for professions, and providing a forum for the exchange of ideas. (SK)

Argues that public genre art education engages the public with art forms that depart from traditional media usage and intentions to encourage collaboration, the demystification of artmaking, and societal reconstruction. Reviews aspects of the public-genre art-education methodology. Concludes that public-genre artmaking melds aesthetic practice…

Applaudes National Art Education Association research efforts, but suggests that a major weakness in the program, and in art education in general, is the lack of a distinct philosophy of art education. Criticizes art-education researchers' over-reliance on theoretical authorities from outside of the field and neglect of their own experiences. (DSK)

Describes the "relevant" curriculum, that students feel is related to their lives, in a high school history class. Traces how "relevant" lessons work on students, how students in turn "work" relevance, and whose relevance is consequential. Argues that the school successfully imposes "relevance," but alienates students in the process. (DSK)

Describes one professor's relationship with her mentor over the years, highlighting the friendship that developed and examining ways in which the mentor taught her how to persevere with her own purposes, even in the face of extreme critical opposition, as a student and junior scholar in the philosophy of education and gender. (SM)

Challenges Montessori educators to assess how effectively a Montessori education achieves its spiritual goals in the formation of character. Maintains that the prepared environment may not be enough, given the assault of commercialism on the growing minds of children, especially in the form of advertising. (Author)

Aims to demonstrate effects of teaching practice on teachers' perspectives about teaching. Argues that there is often a mismatch between teachers' explicit beliefs about teaching and practices in which they engage. Suggests that teachers should develop an appreciation of how tensions and stresses of practice inform their beliefs about teaching.…

States that through his detailed elaboration of the ways in which dialog might be developed through educational and textual relations, Paulo Freire extends ideas found in Martin Buber's works. Provides a discussion on each of the two educational theorists' philosophies regarding the relationship between student and teacher. (VWC)

Seeks faculty's understanding of and support for the Work Keys System, which is designed to determine the level of skill required for an occupation, assess the level of a skill of a prospective employee, and compare the skills requirements against the skills possessed. Describes how Work Keys supports various educational philosophies and Knowles'…