Discusses the strongly connotative meanings of educational technology, the role social attitudes play in changing educational philosophies and methods, and suggests a systematic frame of analysis for rational development of new educational technology in West Germany. (DE)

Paper will appear in the nineteenth printed symposium at the Conference on Science, Philosophy, and Religion In Their Relation to the Democratic Way of Life.

An address by the Ambassador of the Republic of Indonesia to the U.S., delivered at the Second National Conference of the National Council for Community Services to International Visitors in Washington, D. C. on March 27, 1969.

A progress report of a project undertaken by the Battle Creek Physical Education Curriculum Project Team, and supported by funds provided under Title III of the Elementary and Secondary Education Act.

In current evaluation practice, the implicit philosophy of value, appraisal, and action is seen as a form of Benthamite utilitarianism. A domain of value called "educational worth" is described. Ways of detecting the presence of educational worth in liberal learning programs are identified. (MLW)

In order that the humanities survive in America and that they find a place in the American community, learning should begin with arts. It is by the natural reciprocity between the arts and the humanities that the humanities can be made most accessible in the community. (MLW)

The Russian preschool educational system is described and general problems of preschool pedagogy are examined. Early childhood development and the psychological foundations of communist preschool education are discussed. (RM)

Existentialism holds both a promise and a threat for education. The author draws on philosophical insights to explain why Buberian Learning Groups in Israel, composed of Arabs and Jews, foundered after Israel invaded Lebanon. (PP)

Daniel Bell's theories about post industrial society are critiqued, and their relevance for educational theorizing is questioned. Educational theorists should not uncritically accept ideas arising in other areas of the social sciences, but should establish their own structure based on philosophy, science, and humanism. (PP)

Proposes a typology for examining Indian educational thought and experiments: the British period and its legacy, basic education, elementary education, higher education, adult education and literacy, and other trends. Concludes the essential prototype of education as represented by the university and the formal school system has remained India's…

Poses questions about language and learners, both child learners and teacher learners. (JL)

The college, public or private, contains two separate realms. The public realm is the sphere of life bearing on the values sought by the college, and the private realm is that not bearing on those values. The scope of these realms is determined by the college's implicit and explicit purposes. (MSE)

Adapted from the presidential address to the National Art Education Association in the Spring of 1983, this article discusses the professional identity of art teachers and why art belongs "in the mainstream" of education. (RM)