Identifies problems which would be brought about by the adoption of a core curriculum, including ideological and political bias and impossibility of agreement on a sensible curriculum basis. (Author/DB)

If continuing medical education is to fuse into a continuum with undergraduate education, the medical schools and their faculty members must address the lifelong needs of practitioners by learning the philosophy and methods appropriate to effective adult education. (Author/LBH)

In this speech to the British Association of Teachers of Mathematics, the author addresses four basic elements of mathematics education: mathematics is a human activity and teachers need to know well the mathematics they teach, what children are capable of learning, and how to communicate. (SD)

The school and its emphasis upon evaluation in conjunction with youth culture interests is examined from a critical perspective. Points out, in particular, the discrepancy between the intent of current educational institutional goals and an emerging youth culture system. (Author/RK)

The 1976 Education Amendments contain what may be the most comprehensive prescriptions for planning, evaluation, and research on vocational education formulated to date by the United States Congress. Discusses possible outcomes of the legislation and their implications for overall educational thinking and policy. (Author/RK)

A radical innovation in an academic department is described that involves student-centered, problem-focused organization, with project work replacing courses and students using self-evaluation. Implications are discussed. (Author/LBH)

Summarizes the burgeoning literature on teacher cognition, focusing on teachers as mediators of the social studies curriculum. Describes teachers as professionals who bring intellectual and moral agency to their work with children, the social studies curriculum, and the milieu of schooling. Reviews three studies which represent this research…

Presents a criticism of C. Hicks's references as being out of date or of inadequate methodology. Includes a defense from Hicks and a third-party adjudication suggesting that while the criticisms are well taken, the proposed solutions are not practical and the reader must beware. (HTH)

Notes that the Cuban method of teaching reading is similar to the Soviet approach but also has much in common with the mastery-oriented strategies of North America. Examines similarities and differences. (FL)

Calls for speech, language, and composition professionals to take up the unfinished business of the Committee on the Students' Right to Their Own Language, bring to fruition the Ann Arbor ruling, and move to counteract reactionary sociolinguistic forces. Proposes a three-pronged national language policy. (FL)

Analyzes three major approaches to the use of computers in education: (1) drill and practice; (2) tutorial, and (3) simulation and programing. Courseware for each approach is discussed, educational philosophy and types of knowledge are described, the effect of computers on learning processes is examined, and 114 references are provided. (LRW)

Refutes the belief that the key to fostering tolerance in a society is to maintain a strong and uniform public school system. Clarifies the concept of "tolerance," uncovers some problematic assumptions underlying the opposition to private/alternative/separate school systems, and considers relevant empirical evidence. (DMM)

Holds that ethical inquiry, as a "craft," causes students in this area to be "apprentices," and the classroom a "community of inquiry" wherein the tools, methods, practices, and procedures of the craft are imparted. States that the generic procedures of reasoning, necessary for moral reasoning, should be taught within…

Reviews the evolution of courses and degree programs designed to produce art education specialists. Devotes particular attention to the emergence of discipline-based art education (DBAE) ideas. Concludes that DBAE has clarified the question of what to teach; that the challenge now is to bridge the gap between DBAE theory and current teaching…

Traces the development of radicalism from the 1789 French Revolution to the present. States that radical philosophy has its roots in rationalism and Enlightenment thought and was linked to positivism during the nineteenth century. Despite the failings of radicalism and the Radical Party, the radical tradition set precedents for current political…