Reviews several societal, institutional, and practical reasons why the new social studies of the 1960s and 70s failed to supplant traditional textbook instruction in America's public schools. Many of the theoretical underpinnings of the inquiry approach are presented along with critical comments regarding the shortcomings of established expository…

Advocates a curriculum based on the knowledge of the past, the awareness of the fast-changing present, and the planning of alternative futures--enriched by a nonlinear systemic approach to knowledge and infused with a cross-cultural and global consciousness--to produce well-educated, well-adjusted, responsible, and mature students. Sixteen…

Although students are told about the principles of democracy, they get few chances to experience democratic participation. Analyzes five research efforts spanning 45 years which attempted to study democratic practices in schools and how such practices affect attitudes and behavior. Results indicate that democratic education is both possible and…

Analyzes the strategies that Canadian community colleges must adopt to survive in the 1980s, noting conflicting sociocultural value systems in Canada, the social and political forces which gave rise to community colleges, and the current status of community colleges. (SB)

Discusses formulation of value function based on research from modelling, value assessment, human information seeking behavior, and human decision making. The proposed function is incorporated into computer-based fiction retrieval system and evaluated based on ability of individual's value function to discriminate among novels selected, rejected,…

In a longitudinal study of socialization processes, 182 Finnish students were asked--at ages 15 and 18--about the importance of schooling. At both ages 164 subjects considered schooling had terminal/instrumental value. By age 18 differences in other variables formed a consistent pattern, suggestive of two different life orientations toward…

Defines five aspects of experiential education. Explains three perspectives of the future, those of the extrapolationist, the transitionist, and the transformationist. Notes implications of the work of Alvin Toffler, Elliot Seif, John Naisbitt, Willis Harman, Harold Shane, and others on the future of education. (SB)

Like the family, the schools may be viewed as a self-contained social system with a unique organization and unique patterns of expectations that are binding on its members. The article reviews why it is becoming increasingly difficult for the school to stand in as surrogate for the family. (MH)

Discusses the renga as the negation of the western belief in the soul and the reality of the I. (MM)

A teacher must always be a model for students in some ways, but this does not mean that s/he must always behave the way students are expected to behave. Other models discussed include inspirational models, such as Mother Theresa, and those which direct behavior without modeling it. (IS)

The scope of ethics is identified in terms of the normal professional experiences of a family physician. Details are given for the six educational objectives and the instructional methods forming the basis of the ethics/human values curriculum in the Department of Family Practice residency program, Medical University of South Carolina. (Author/LBH)

Little compares to the thrill of seeing a young mind come alive with wonder. Despite the best efforts, there are always students who seem unreachable, unteachable. So what can educators do to make learning fun and rewarding for all students? This book provides a strong theoretical understanding of learning styles, focusing on at-risk, or…

The large majority of students in the Kohlbergian tradition have focused on stages of moral judgment development, on moral reasoning, and on research comparing the influence of standard variables such as age, education, and gender on moral reasoning skills. After briefly comparing the four most frequently employed moral judgment tests developed…

This report identifies core principles and best practices for schools and communities to use in creating, practicing, enforcing, and assessing expectations for all students, enabling them to develop as ethical, responsible, and involved citizens. The report defines the attributes of a healthy and sustainable process for schools and communities as…

Susan Castillo, Superintendent of Public Instruction in Oregon, named closing the achievement gap as a top instructional priority in Oregon. Superintendent Castillo notes three aspects to the achievement gap: (1) Performance gap: The discrepancies between the educational achievement and performance of students of diverse races, ethnicities, income…