Educational research is designed to deal with problems. Some problems in American education cannot be understood outside their historical-philosophical contexts. This paper presents arguments concerning the limitations of standard empirical research in the field of education. This is accomplished by following developments in the culture that have…

The last decade and a half was dominated by the view that schools do not matter, that schooling makes no difference, and that schools are powerless to change their students' destinies. Current research throws new light on these issues and prompts a questioning of these values. Recent studies present evidence that school experiences can indeed have…

This book deals with how schools can generate experiences which are both painful and joyful to students. It endorses a kind of schooling which will teach students love of life, pursuit of truth, and human compassion. The book presents both the joyful and painful experiences of students through short stories and comments by both children and…

Recent state legislation aimed at dealing with the problem of child abuse has been confined to statutes affecting the reporting of abuse. The basic objective of these statutes is the identification of the abused child. The statutes all have two fundamental elements: a designated class of persons--teachers, doctors, social workers--who do the…

This paper discusses the roles and responsibilities of the linguist in the English department and also the roles and responsibilities of the English department in relation to the linguist. Discussed are such topics as the exclusivity of some English departments, linguists. grievances against some English departments, linguists' expectations for…

The women's rights movement has brought American education to a crucial point of testing. Will the schools remain passive agents of social control or can they actively prepare those who seek self-direction? The speaker, professor of history and philosophy of education, George Peabody College for Teachers, Nashville, Tennessee, discusses two issues…

The amount of change that has occurred in schools is unimpressive when compared to the financial and human resources devoted to the change effort in recent years. A small number of innovations have succeeded--either by surviving in a "near-original" form or by leaving a residue of desirable change. The causal factors present in apparently…

This publication contains descriptive information on a group of seven American-type schools (N-12) in Colombia and Haiti. Chapter 1 establishes the historical context in an overview of the American school abroad, especially in Latin America. Included is discussion of the types, characteristics, origins, roles, and functions of these…

This report (the fourth volume of the auxiliary series, "Schools for the 70's and Beyond") contains a 25-page synopsis of the conference, the texts of papers presented at the conference, and lists of participants. The papers, which take up the major portion of the document, are subsumed under three headings: 1) "Behaving and Believing," a paper by…

In this speech, the author discusses the use of the management by objectives (MBO) approach as a means for accomplishing accountability. He traces the steps to be taken by participants -- from superintendent to school staff -- in implementing an MBO program. (JF)

This book challenges all music educators to return to their original role--to accept as their first responsibility the objective of music for every child. In making this challenge, ideas that could bring about some major revisions in the pattern of music education in this country are presented. These include: (1) General education in music must be…

This manual is designed to assist naturalization courts, bar associations, civic and educational leaders, patriotic organizations, and individuals in adding to the dignity of the ceremonies surrounding the admission to citizenship and in emphasizing the significance and importance of citizenship. The three parts of the manual are: Part I. The…

The importance for rural Chinese schools to train laborers in socialist consciousness and culture is emphasized. (DE)

Affective education stresses that teachers develop and reinforce student attitudes, values, and feelings. Our formal educational system too often forgets that what is necessary for learning lies within the student, not in the teacher. Schools are among the most powerful settings for growth in affect. (CP)

For values education to have significant impact on the schools, the place of values education in the school setting will have to be radically reconceptualized; it should not be regarded as just another new approach to be tacked onto the existing curriculum. (Author)