Discusses the "Philosophy for Children" program developed by Matthew Lipman and Ann Margaret Sharp of the Institute for the Advancement of Philosophy for Children at Montclair State College in New Jersey. Explains how the teaching of philosophy can also be incorporated into the teacher education curriculum. (FL)

Criticizes national education reports that call for a return to authoritarian schools in order to achieve excellence. Extolls the strengths and achievements for which magnet schools are responsible. (MD)

Discusses the impact of changing national administrations on the educational systems of Europe, the resistance to change of each country's attitudes toward education, and distinctive features of the "educational cultures" of European countries. (PGD)

This article argues for the efficacy of a critical consciousness in teacher preparation paradigms. By studying the methodological accounts of several master teachers, students can receive a theoretical grounding in and practical examples of emancipatory pedagogy in daily classroom activities. (Author/SA)

Reports findings of a study in which third-grade students gave reasons why children and adults should read. Reveals that the children saw reading as a utilitarian activity both for children and adults. (FL)

The article describes goals and operations of the New Orleans Center for Creative Arts, a public high school and career training program for students talented in theater, creative writing, music, dance, and visual arts. Also discussed are results of a survey of student perceptions of the impact of the program on various aspects of their lives.…

Investigates fate of issue of gender in eight reform reports currently dominating discourse on educational reform. Found that gender is not relevant category in the analysis of excellence in schools and that the past decade of legislation, new scholarship on women, research, and action for sex equity has gone unheeded. Concludes that goal of…

Describes interviews with high school teachers and students from New Hampshire, Illinois, and Georgia in which the author asked teachers and students to define the term "character" as part of an investigation into the moral lives of children. (MD)

The question of how the academy can continue and prosper from the beneficent association with government without permitting government to debase science and learning for nationalist purposes is discussed in a speech at the annual meeting of the American Association of University Professors. Science and nationialism are seen as locked in mortal…

Tracing its evolution and stressing the role of native language instruction, a proponent of bilingual education argues that native language instruction allows simultaneous content and second language skill development, diminishes alienation, and facilitates intellectual development, and that criticism of such instruction is founded on emotional…

Provides a historical sketch of grammar study since the Romans to identify assumptions about grammar inherited or developed by nineteenth-century educators, who passed them on in ways modern educators might not recognize. Argues that the effect of this philosophical line is that the teaching of traditional grammar still has public and…

Explains that creative writing is a form of communication and stresses the importance of communication in all aspects of education and suggests activities to facilitate that, such as having students produce a town guide or initiate and organize a campaign. (DF)

Discusses the change in educational philosophy of a reading specialist with a skill-based background who learned the importance of teaching language, reading, and writing as processes rather than as subskills. Describes the techniques she used to help her students become thinking readers and writers. (FL)

Examines the evolution of twentieth century civilization from the period of "technological determinism" to the period of "technological choice." Discusses how society's level of questioning and quality of dialog has led to an examination of the scientific and philosophical assumptions of contemporary industrial life in the United States and…

Each teacher has developed a set of beliefs about how to teach mathematics. The sources of these beliefs are discussed, in sections on the nature of teaching, the role of the mathematics teacher, teacher decision making, teacher decision making and knowledge of mathematics, and the teacher as an elementary mathematician. (MNS)