Describes Deep Ecology and criticizes its limitations. Discusses mysticism, the bomb, freedom, subjectivity and power as they are addressed by Deep Ecology. Stresses the need to teach ecological balance. (CW)

Proposes a world view or cosmology in the form of 67 laws or principles which are seen by some as governing the Cosmos and the cosmological process. Defines the Cosmos in terms of the ecosphere or Gaia. (CW)

Outlines the historical origins of grammar-school teacher training by placing the origin of the training college within the context of the educational system development. Relates Friedrich Gedike's concept of teacher training to his pedagogical theory. Portrays the training college as a successful part of the early reform of the Prussian school…

Views "communication" as a product of a particular historical epoch and set of social conditions. Illustrates the birth of communication and the accompanying modern conditions and commitments by examining John Locke's linguistic and political theories. Traces Locke's commitment to the individual as master of meaning. (SR)

When 128 students were queried regarding the values, beliefs, or moral imperatives underlying their teacher education program, most were speechless at first. Students either indicated their unawareness of any underlying philosophy or responded in generalities akin to moral relativism. Includes 19 references. (MLH)

In response to Brown (EC 220 139), the paper supports the integration of severely intellectually disabled students into regular classes and stresses the importance of individualized planning, "shared ownership" by the school community, peer and adult support, and merging of traditional general and special education curriculum. (DB)

Fundamental pedagogics, the Afrikaans philosophy of education, is an integral component of apartheid's ideological foundation, functioning both to justify and to legitimate separate educational systems. This article discusses this philosophy and the manner in which it manifests itself in teacher education and in the relationship between teacher…

Discusses the origins of the open college in England. Examines the educational principles of the open college and describes select open college models. Concludes with a general discussion of the open college as an institution for the unemployed, women, the dispossessed, and ethnic minorities. (RW)

States that the critical work for art educators will continue to be curriculum development and implementation. Claims that an emergent issue for art education is a community-relevant, developmentally appropriate curriculum. Discusses issues facing curriculum developers and outlines criteria for the art education curriculum. (GG)

Points out the differences between a capitalist approach to development and a radical or political approach. Discusses the two paradigms and their variations. Provides guidelines for a classroom activity using this information, arguing that the use of this activity will bring about a greater awareness of development issues. (KO)

Describes the evolution of preschool education in Czechoslovakia. Discusses the role which Czechoslovakian educators, especially Comenius, have played in general and preschool education throughout the world. (RJC)

This article analyzes how science classes carry ideological elements and how that has ethical and deontological consequences with respect to science teaching. Provided are some examples of ideologizing, presenting a worldview, biased contents, and biased image of science. (YP)

A reflection on the contributions of college presidents John Dewey and Alexander Meiklejohn to higher education highlights the 1950's progressive movement which encouraged social and educational reform and sought divergent ideas and opinions. (CB)

Describes the liberal arts curriculum at Albany College of Pharmacy, New York. Reports that the curriculum reflects the college's philosophy that students must learn to think by writing. Notes that teaching writing as a skill, a process, and a liberal art is a recent addition to the humanities core courses. (RS)

Describes a composition teacher's experiences in maintaining a flexible approach to classroom pedagogy. Argues that pedagogical theories are a helpful foundation on which to build a teaching strategy, but that they can only provide a framework over which the teacher must stretch the fabric of personal style. (RS)