Alternative educational goals that have been at the root of educational conflict in the United States are explored: (1) democratic equality; (2) social efficiency; and (3) social mobility. Conflict over these goals, especially the domination of the social mobility goal, has resulted in a contradictory structure that impairs educational efficiency.…

Evaluates how competing philosophies have shaped American adolescents' time use, focusing on peer interaction--particularly partying, sports, and other organized youth activities. Considers implications of free time use for adolescent well-being and development. Finds that there are few or no data to support the idea that abundant unstructured…

Describes how two faculty members of a liberal arts, Catholic university used constructivist learning theory and Reuven Feuerstein's concept of the mediated learning experience to create an environment of enculturation in an interdisciplinary philosophy course for doctoral students from multiple cultures. (EV)

Discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. Argues that northern/western ideas about teacher change and development are poorly suited to modeling practices. Proposes that evolutionary ideas on teacher change and development offer a more effective model of…

Asserts that although there are distinct characteristics to each of Montessori's planes of development, there is no separation, especially between early childhood and childhood. Suggests that these first two planes of education could fall under one "Children's House," and points to the path of responsibility and the steps toward living in society…

The formal introduction of technology into the New Zealand curriculum and educational objectives related to creating the "knowledge society" raise philosophical questions about the nature or essence of technology, the identity of the self, and implications for Maori and their beliefs in the intertwined relationships of humans and all…

Asserts that new technologies have advantages and drawbacks for society. Believes that the way to improve education is not through the use of technology, but to adopt an inspiring narrative as a goal of education. (CMK)

Examines the "missionaries" in public schools, educators who teach civic and moral values, at times to the detriment of academic achievement, to enlighten their students and emancipate their minds. Briefly discusses the ideas on education of Plato, Rousseau, and contemporary deconstructivist thinkers. (WFA)

Examines the notion of investing in children and its connection to outcome-based assessment and the philosophy of teaching and learning. Considers the implications of grounding one's work with children in the immediacy of working with them over time and in a community rather than only in future outcomes. (DLH)

In response to Kauffman (EC 221 675), the article challenges the following: that the Regular Education Initiative (REI) is a Reagan-Bush plot to cut the costs of special education; that REI is value-driven with placement as the only consideration; and that REI is intended to do away with special education and strengthen regular education. (DB)

The value of "shibusa," a concept of Japanese aesthetics, is explored for Canadian educators confronted with a "high tech" society. The qualities of shibusa--simplicity, implicitness, modesty, silence, naturalness, roughness, and normalcy--have many implications for the Canadian educator. (SLD)

The paper argues for noncategorical certification of special educators drawing on the effective schools literature, educational philosophy, legal precedent, research, and practical considerations. The Utah experience in establishing noncategorical certification is described. (DB)

Argues that art skills can be taught, but the way that individual artists use those skills cannot be taught. Discusses how teachers in the arts require different preparation from that provided today and that new approaches are needed to teach art lovers and aspiring professionals. (KM)

Discusses the National Endowment for the Arts' recommendations for Basic Arts Education in "Toward Civilization." Considers how basic arts education is different from Discipline-based Art Education and the resulting implications for art teachers. Suggests that academics be funded to research program implementation and that an applied…

States the issue of research methodology is a concern of comparative education. Defines comparative education as an elaborate form of mediating between cross-cultural data and social scientific theories. Presents analytical possibilities for methodological analysis and sociohistorical reconstruction. Includes an extensive bibliography. (NL)