This article outlines Piaget's conception of what philosophy is and is not and places Piaget in the hermeneutic tradition of alternative philosophical perspectives. (MT)

The author discusses how the Marxist tradition bridges the fact-value dichotomy in curriculum studies and how the bridging affects explanatory and prescriptive analysis. (MT)

The thesis that there are several logically distinct forms of knowledge has been quite influential, but it is demonstrably false. Formal methods are used to show that there is no satisfactory method of partitioning knowledge and, thus, knowledge is better viewed as a seamless web than as a partitioned set. (IS)

This article is a transcription of a talk with Freire in which he discusses the impossibility of neutrality and the implications lack of neutrality has for education. He views education as a means of domesticating, dominating, or liberating the educatees. Literacy is discussed in terms of transforming reality. (AG)

Since aesthetic subjects deal with qualitative symbols, the conception of methodology in art education is on an exclusive level of theoretical inquiry. (CK)

Author analyzes the term relevance" and suggests ideas for relevant" schooling. (SP)

The author discusses why adult education programs in the United States have been uneven and inconsistent rather than reflecting constant growth toward discernible objectives. (LY)

Educational philosophers do an injustice to their profession when they refuse to admit metaphysical considerations into the development of educational theory. (CK)