A summary of the author's analysis of recent American educational efforts and his suggestions about future attitudes toward education. (RN)

Using the analogy of farming to illustrate the nurturance of a career education program, the author offers practical suggestions on necessary first steps in cultivating career education. (Editor)

Comprehensive analysis and critique of Ivan Illich's position on schooling. (DM)

Higher education for women must become more innovative, more flexible, more open, more receptive, and less discriminatory. (Editor)

Describes some of the author's experiences as an organizing tutor in a poor area of central Liverpool. He believes that in poor communities adult education should be closely integrated with other agencies and organizations. (AN)

The professor emeritus of education, Teachers College, Columbia University, contributes the opinion that education should serve the purpose of society. (LN)

Describes the results of a study that investigated partisan elections in large urban school districts. Estimates the extent to which political parties present voters with a clear choice of ideological and policy alternatives, and the extent to which candidates with similar educational attitudes are attracted to a particular party. (Author/WD)

Irate author, student, student teacher, free spirit, and interested observer (for 35 years) ruminates on the bad new days and compares them with the bad old ones. Editor's notes tend to agree with disgruntled writer. (Editor)

Positions the school as a site through which cultural responses to material conditions are played out. Identifies responses to three waves of modernization--universal schooling, postindustrial society, and commodified electronic culture--that are accompanied by specific cultural forms such as youth culture. Suggests that these forms are sites for…

Nurses (n=235) participating in professional development were asked to recall how they were taught, their role in learning, and their opinion of good teaching practice. Results showed their anxiety about formal learning, recognition of the need for continuing learning, and the need to develop reflective abilities. (SK)

Interviews with 39 workers over 40 addressed their conceptions of work (job, challenging experience, personal empowerment, life-structuring device) and of learning at work (acquiring survival skills, observing/experiencing, taking courses, learning lifelong, and changing personally). Their conceptions were mostly incongruent with their levels in…

Using the framework of communities of practice, data were collected from a labor union education program (152 survey responses, 3 life histories). Despite negative early schooling experiences, respondents saw union involvement as a rationale to participate in formal education. Union education was depicted as situated learning through participation…