This is a speech presented at the inauguration of Dallin H. Oaks as president of Brigham Young University. The author discusses the history of institutions of higher education, the philosophy underlying the creation of such institutions, and offers an extensive critique of the Office of Education's "Report on Higher Education." He calls for…

The concept of career education is examined based on its usage and its implications in the formation of work and social values. (EC)

Discusses what quality education is, identifying five major views about the purposes of schooling. (JMB)

Traces the development of analytic philosophy of education during the last three decades. Identifies two major stages of development (1950-64 and 1964-85), the characteristics of the stages, and the criticisms launched against analytic philosophy of education. Finds recent criticisms outdated and misdirected. (DMM)

The importance of a sound philosophical basis for empirical research in education is promoted. The need for a satisfactorily articulated nucleus of key concepts in education is emphasized, and criteria for satisfactory conceptualization are suggested. (TJH)

The author argues that Elliot Eisner's assumptions underpinning his theory of educational evaluation are problematic. Nevertheless, if the role of artistic thinking in the genesis of educational concept were developed more fully, his approach could bear considerable fruit. (MT)

The author questions whether the tension between what is "liberal" and what is "useful" is one of the oldest problems in education. (MT)

Reviews revisionist charges that John Dewey's work served as an apology for class-based industrial order and failed to achieve critical independence. Identifies ambiguities in Dewey's use of the concept "communication," which prevented him from developing a clearer analysis of conflicts of interest to the operation of methods of inquiry.…

Presents six criteria for curriculum theorizing in an attempt to help develop normative curriculum theories. (MD)

In order to understand fully his educational prescriptions, we need to grasp the relationship between Rousseau's political and educational philosophies. This paper reexamines selected educational ideas from the perspective of Rousseau's social thought, with particular emphasis on his theory of human nature and his views regarding freedom and…

Presents a critical review of C. A. Bowers's "Culture against Itself," suggesting the alternative view, minus supporting arguments, that the quixotic quest for meaning is bound to fail, not for lack of meaning but for too much meaning. (SA)

The reemergence of fundamentalism has provoked some surprise and concern. Fundamentalism is seen by some as a curiosity from a bygone era and by others as a threat to freedom. For educational philosophers, however, fundamentalism provides an opportunity for a fresh critique of education and the schools. (CB)

Discusses current educational research from the perspective of the post-Kuhnian philosophy of science (which emphasizes a historical, comparative assessment of research traditions). Focuses on process-product research on teaching, criticizes its assumptions, and recommends an approach placing greater emphases on different outlooks. (KH)

The author describes the decision to discard mechanistic trappings of the remedial approach (including charting behaviors, standard tests, and daily progress checks) and to institute a more holistic approach to teaching that incorporated a context of personal meaning and uses. (CL)

The author envisions two possible approaches with conflicting scientific, economic, and social/political world views regarding educational policy. The views contrast a categorization oriented approach to handicapped persons with a more holistic one that provides freedom for self actualization. (CL)