The curriculum is likened to: 1) The means of production where the student is the raw material; 2) A greenhouse where students grow and; 3) A guided and companionable road over which students travel. (Author/AF)

This article answers C. M. Smith, The Aesthetics of John Dewey and Aesthetic Education" (EJ 039 063) where Smith claims that Dewey posits a discontinuity between art and every day events. Author claims that Dewey posits a differentiation but not discontinuity. (MS)

The author responds to criticism from Ernest E. Bayles (AA 511 455) of an earlier article dealing with John Dewey's philosophy of art and the artists' relation to everday events. (MS)

By raising pertinent questions relating to the process of humanization, the writers highlight several characteristics which principals can weigh in their pursuit of humanizing education. (Editor)

Describes the educational ideas and innovations of Anton Makarenko, the developer of the new Soviet system of pedagogics. (AN)

Describes the innovative educational methods undertaken in Botswana in order to cope with a serious shortage of funds and facilities. (AN)

The author deals with misplaced values of material wealth, which he feels are at a destructive level in our society. The role of the educator must be to teach or expose a higher value-the individual mind of man. Education must teach that there is more to man than what is apparent and that there are things of value beyond the material. (Author/MJ)

Educational humanists must develop a more precise scenario for the future. (Author/LR)

The thoughts of V. T. Thayer on teaching methods, the role of the foundational professor, and subject matter are presented. Biographical data are also given. (CK)

The professional obligation of all who are associated with the field of education is discussed. (DB)