Examined are ways in which beliefs and values arise in science education specifically, though not exclusively, involving Christian connections. The nature of science is discussed and one textbook's treatment of the Galileo Affair is considered. (Author/CW)

Argues that the New Right has translated economic doctrine into the language of experience and moral imperative through populist politics. Maintains that curriculum decisions are involved in political and cultural conflict as depicted by the question: Whose knowledge becomes official knowledge? Urges curriculum workers to speak for the progressive…

Asserts that art education affirms its identify within the school curriculum by the way it controls and assembles its beliefs. Concludes that it is only at the level of reflective interaction that the cultures of art and art education can be resolved and a rationale for art education developed. (CFR)

Literacy is often based on a type of need (a good to which all should have access, escape from isolation, tool of productivity). The delivery of "packaged" skills based on these approaches ignores the capacity of adult learners to articulate their own needs. (SK)

The traditional expert/novice model of dissertation supervision may be inappropriate for graduate students who are already established professional educators. An alternative approach considers teaching/learning styles, students' reflection on their practice experience, and collaborative inquiry. (SK)

The whole-language approach is discussed as a perspective-in-practice anchored in a vision of a equitable, diverse society. (Contains four references.) (LB)

To the debate between the Rortyan pragmatic model of scientific research advocated by Cleo Cherryholmes and the scientific realism espoused by Ernest R. House is added another model for educational research based on the realism of John Dewey's pragmatism. Constructivist and behaviorist aspects of Dewey's philosophy are explored. (SLD)

Explores relationship between text and context in pragmatism that is related to differences between pragmatism and scientific realism, as identified by Ernest R. House (1992) and repeated by Jim Garrison, and considers association between pragmatism and aesthetics. Comments concerning pragmatism and educational reform are made by suggesting how…

The 42 titles of this nonfiction bibliography are grouped as follows: (1) collected works; (2) general works; (3) autobiography; (4) cultural studies; (5) history; (6) legal and military issues; (7) literature, film, and the arts; (8) philosophy and religion; (9) science; and (10) vocational issues. (SLD)

Contends that there is a growing trend in moral philosophy to return to the use of examples from everyday life to analyze moral virtue and character traits. Recommends the use of vignettes from well-known literature and actual contemporary events to illustrate moral dilemmas and ethical choices. (CFR)

Examines the growth of higher education in small nations. Contends that systems of higher education are often established first to provide teachers for elementary and secondary schools. Asserts that small nations are beginning to develop networks of cooperating institutions of higher education to share expertise and resources. (CFR)

Presents Toby Fulwiler's philosophy regarding the purpose and effectiveness of writing-across-the-curriculum programs. Discusses workshop techniques for getting both secondary and postsecondary faculty interested in promoting, implementing, and maintaining WAC programs. (NH)

Traces the rationale for the development of unique talents to William James (1902) and suggests a relationship between this process and the maturity of one's ethos. Curricular opportunities to stimulate gifted students to use their creativity productively to make their world a better place are discussed. (Author/CR)

Four faculty members from different disciplines at the University of Northern Iowa discuss whether and to what extent they were engaging in the critical pedagogy proposed by bell hooks [sic], a writer on feminism, racism, pedagogy, and black intellectual life. They also consider the ways in which hooks's work informs their understanding of…

Describes the Fred S. Keller School, one of several schools operating as a Comprehensive Application of Behavior Analysis to Schooling Program. The school functions as a cybernetic system of education in which the individualized instruction of each student influences the behavior of the entire education community. (CR)