While there is a place in education for factual knowledge and useful skills, they should be recognized as of secondary value. The primary qualities that should be taught are the development of (1) moral values and attitudes and (2) critical independent thinking in a spirit of creative inquiry. (Author/RM)

A survey conducted on the status of philosophy of education found that the teaching of philosophy in teacher education programs has lost its importance. Suggestions for the return of this foundations course are offered. (DF)

A number of issues relating to theory and practice in teacher education are discussed, based upon a previous article by Taylor and Miller (EJ 320 545). The issues include the relationship between theory and practice, the effectiveness of practice teaching as a learning experience, and the role of methods courses. (GDC)

In a continuing effort to improve the music education of students in beginning stages, there is a need for the review of teaching techniques that motivate student learning behaviors. Historically, music methods actively engaged students in the music-making process. The approaches of Dalcroze, Orff, Suzuki, Kodaly, and Gordon continue that…

The national task forces and commissions suggest that U.S. educational systems must make all young people literate, both culturally and scientifically, but there is not yet a philosophical commitment to education sound enough or strong enough to withstand the erratic dictates of fashion. (MSE)

Comments on how language should be taught, language as an evolving medium, and the purpose of language to express meaning. Notes limitations of the Minimum Competency Test and mentions how adoption of Paideia Proposal suggestions might affect language study. (MH)

Current American concern for educational quality is discussed. The roots of quality problems are found in early American educational history and what is seen as a continuing emphasis on education as training. (MSE)

Discusses six elements that make a good school: (1) consensus among staff members of purposes for which school exists, (2) strong sense of power among staff members to bring about change, (3) positive community support for school programs, (4) awareness of instructional leadership, (5) view of school learning in broad context, and (6) positive…

Offers (1) definitions of the terms "sex differences,""gender identity," and "sex roles"; (2) a list of sex role problems students will have to face as adults; and (3) some strategies for coping with sex role changes and conflicts. (FL)

By restructuring the sequence in which American history is taught so that classes proceed from the present to the past, secondary students in the Backward History Project have learned history more effectively and have been more interested and involved than in standard classes. The philosophy underlying this change is discussed. (IS)

In the field of adult education, there is much debate about how programs can best serve students. Some educators and researchers believe that adult education programs should reflect a critical pedagogy, providing services that are culturally relevant, participant driven, and socially empowering. Noncritical programs are criticized for ignoring the…

Violence is increasingly present in Quebec schools. Our position is that we should invest in "primary" prevention of violence by helping preschool children develop cognitive competencies. One of the aspects of cognitive development explored in this text regards children's Social Representations (SR) of violence. Indeed, a number of…

An analytical framework based on Joel Kovel's five meditations on spirit (spirit power, spirit being, spirit meaning, spirit and desire, and divine spirit) was used to explore the spirituality of committed environmental activists. A purposeful and snowball sampling method was used to interview 18 individuals with a strong commitment to…

This book describes the outcomes of a longitudinal study of 210 British children that compared the recognized and the unrecognized gifted with their classmates. It describes what has happened to them and their families as they have grown up in very different circumstances, in poverty or wealth, through many types of schooling and life…

The "Positive Action" model is a time-tested tool for achieving far-reaching school reform. The program's designed to reform and revitalize schools so that the needs of children are met. The Positive Action Program was developed for elementary schools and has been expanded for middle schools and high schools. The Positive Action Program is based…