Many who are engaged in educational campaigns have felt the need for a collection of at least a few of the more important utterances of some of the most prominent statesmen and publicists in regard to education and its importance. To supply this need, this bulletin was created. This bulletin presents the utterances of the following individuals:…

The modern college for women, evolving by rapid growth from recent simple beginnings to its present highly complex state, is unquestionably still in the process of development. A glance over the changes already accomplished brings conviction that the present situation is but a stage in the life history of a virile institution. That present…

From time to time, and particularly within the last few decades, a large number of educators and intelligent critics of education from other countries have visited and studied American schools, usually for the purpose of gaining such information and ideas as would be helpful to them in the improvement of the schools of their country. Many of…

Posits three interdependent languages that we use to make democracy work: (1) language of possibility; (2) language of critique; and (3) language of action. Argues for the creation and incorporation of a fourth, the language of transition. This allows for the exploration of spaces between the other three. (MJP)

Takes a fresh look at the Bavarian school controversy of 1947-48 which has often been referred to as an example of German resistance to U.S. reeducation projects. Counters this criticism by noting the ambiguity of U.S. authorities and the changing priorities of the Cold War. (MJP)

Provides a concise historical overview of theological thinking concerning fundamentalism, absolutism, and relativism. Considers corresponding responses to issues regarding multiculturalism. Concludes that a diversity of viewpoints is necessary for society to learn from its mistakes and progress in a positive fashion. (MJP)

Identifies authenticity as the idea that there exists an innate and knowable self. Discusses this concept and how it relates to social, philosophical, and religious thought. Compares the Western concept of self, autonomous and individualistic, with the more interdependent and enigmatic Eastern ideal. (MJP)

Provides an overview of the main theories, developments, and literature of critically-oriented sociology. Pays particular attention to the politics of meaning including critical discourse analysis, identity politics, racial formation, and political economy and the labor process. Concludes with a discussion of the tensions between postmodern and…

Describes a high school U.S. history class that combines experiential learning with local history. The class models their historical inquiry after a fictional character in, "The Secret of Gumbo Grove," who uncovers her hometown's secrets. A class trip to the local cemetery provides opportunities for historical research. (MJP)

Presents a crucial German essay, originally published in 1958, that defined and introduced didaktik to a new generation of educators. In this incarnation, didaktik represents an educational approach that incorporates critical thinking (as defined by Adorno and Habermas) into both content and instruction. Briefly outlines the essentials of didactic…

Provides guidelines for teachers in inclusive classrooms to help children with disabilities learn language and communication skills during everyday activities and routines. Key elements described include collaboration among team members, collecting naturalistic assessment data, developing activity-based objects, preparing an activity matrix, and…

Reprints the 1954 article as a representative example of thinking about art education during the 1950s. Defines the world as an uncertain and challenging place well served by the evaluative and creative-thinking characteristic of art education. Argues for a closer synthesis of studio art and art history courses. (MJP)

Describes the historical role and rationale of music education. Outlines the contribution of musical knowledge to the development of the individual and society. Concludes that, if music is to assume a central place in schools, a political philosophy of music education, including ideas of freedom, democracy, and social values, must be forged. (CFR)

Discusses the relationship between feminism and art education. Maintains that the role of women in art education research and curriculum development has made the field more compatible and congenial for women. (CFR)

Reports on a survey of attitudes and teaching methods of 20 selected music teachers from large urban areas in the United States. Discusses the teachers' opinions and suggestions on preservice teacher education, classroom techniques, and improvement of urban music education. Includes survey questions and teacher responses. (CFR)