Argues that we cannot transplant'' the open classroom from its English culture base and expect it to work in our society. Suggests that we be wary of cheap'' innovations and that open classrooms should be viewed as an alternative to our formal programs rather than as a panacea for all our ecucational problems. Recommends the evolution of a small…

Educators are warned against trying to implement open education without first understanding and believing in the philosophical, personal, and professional roots'' from which present open education practices have sprung. Twenty-nine assumptions about children's learning and about knowledge that reflect the philosophy of most open education…

The author gives a candid report on his experiences while creating a new college. (AD)

Describes an innovative program of multi-age team teaching to provide individualized instruction in both academic and personality development. (AN)

Describes a newly implemented curriculum designed to prepare home economics teachers for the year 2001. (SB)

A report from the Educational Resources Information Center at the National Council of Teachers of English; ERIC abstracts of pertinent documents are included. (RD)

A report from the Educational Resources Information Center at the National Council of Teachers of English; ERIC abstracts of pertinent documents are included. (RD)

A paper presented at annual convention of National Council of Teachers of English (Atlanta, November 28, 1970). (Editor/RD)

Argues that obligatory schooling inevitably polarizes society, and that alienation of modern society in a pedagogical sense is even worse than economic alienation. Concludes that the belief that one can distinguish between what is necessary education for others and what is not is a delusion shared in one and all. (RJ)

Discusses the problems, progress, philosophical orientation, and future development of Black Studies. (DM)

Paper was presented at the CWLA Southwest Regional Conference, Forth Worth, Texas, 1970. (NH)

The nation's schools and universities have been largely engaged in training and indoctrination as opposed to"education." An educational system is needed that provides time and opportunities for self-renewal and personal growth for both teachers and students. (JH)