An analysis of the past failures of public education and of the directions educational change should take by the President of the University of Notre Dame and the Chairman of the U.S. Commission on Civil Rights. (JM)

This paper is based on a subsample (500 Budapest teachers) of a national survey of 1500 Hungarian elementary and secondary (academic and technical) school teachers. Among the conclusions: ...teachers' pedagogical activities and their social consequences remain separate, and the social implications of their daily work are...hidden from them."…

The difficulties surrounding the efforts to establish adequate educational systems in the developing nations are presented. (CK)

Topics discussed are: (1) Man and Work, (2) Social-Cultural Issues, (3) Vocational Maturity, (4) Social Environment, (5) Function and Responsibility, (6) Adaptability to Change, (7) A Time for Assessment, (8) Preparing for Work, (9) Role Commitment, (10) The Need for Change, and (11) Redirecting the Tasks. (GR)

Paper will appear in the nineteenth printed symposium at the Conference on Science, Philosophy, and Religion In Their Relation to the Democratic Way of Life.

Written in 1933, this article is optimistic about the public schools' ability to stay open despite the economic crisis brought on by the Great Depression. Also discussed are general issues such as who shall attend high school and college, the proper relationships among various educational institutions, and curricular length and content. (GC)

The challenge to educators is to structure the problem of preventing nuclear war by examining how such a war might start and specific routes to prevention. (MLF)

The lesson of educational change failures in the sixties is that educational change requires staff initiation and control as well as support from the surrounding culture. Recent studies point to a new agenda for educational change in the eighties that will succeed only if the mistakes of the sixties are avoided. (JM)

A recent study suggests that the broad idealistic educational objectives voiced by states and districts are a far cry from what is really being taught in classrooms. The question that now must be faced is what we want schools to teach. (JM)

Criticizes the survey on social issues described in the previous article on the grounds that it asks the wrong questions and appears to be merely a justification for the proposal that educators should take a stand on social issues. (JM)

Criteria for a multicultural education program which would promote healthy relationships among ethnic groups are suggested, including: (1) multiethnic staffing, both educational and supportive; (2) bilingual education; (3) open admissions to postsecondary schools; (4) minority involvement in curriculum development; and (5) preparing teachers who…