The article outlines John Dewey's method of philosophy by focusing on his attack on philosophical dualism and his category of experience, in an attempt to show how Dewey's philosophy of education comes directly from his basic philosophical method. (Author/SB)

Examines objections to competition as presented by educational philosopher Michael Fielding and others. The two major types of criticism of competition are that it is unfair and divisive and that it is selfish and immoral. The author advocates educational experiences which combine self-competition with cooperation. (AM)

James E. Wheeler, Mortimer Smith, Walter Feinberg, and Christiana M. Smith comment on the work of John Dewey and its relevance to modern educators. They respectively judge Dewey as significant and enduring, anti-intellectual, biased, and ambiguous. (Editor/SJL)

Martin Buber's philosophy of values and views on values education are presented. (MM)

A model is proposed for establishing a university curriculum based on the structuralist tenet that understanding is the process of internalizing a set of rules extracted from experience, and employing those rules in a way that creates new ideas, thereby transcending previous knowledge. (MJB)

The article discusses how to deal with the charge that special treatment of gifted and talented students necessarily leads to undesirable elitism. Among the various strategies offered for dealing with the charge are to ignore it, to clarify the term "elitism" and then show it to be a myth, and to show how differentiation of programing is essential…

Presenting suggestions for the administrator's role in the formulation of educational philosophy, this article asserts that philosophy should illuminate understanding of education by providing the basis for decisions and actions. (JC)

The purposes of higher education are considered in this brief statement of opinion. (JKS)

The author approaches the discussion of the aims of education by sketching the basic values distinctive to the type of democratic society in which we live. (MM)

The author shows that the nature and ultimate purpose of education is most comprehensible when educational improvement is seen as an aid to man's spiritual evolution. (MM)

The position statement of the National Association for Retarded Citizens regarding the mainstreaming of mentally retarded students is presented. (CL)

This article reviews Kohlberg's references to the naturalistic fallacy; shows what he takes it to be; demonstrates how Kohlberg believes he uses it; and discusses whether his interpretation is the same as that of G.E. Moore. (MM)

This paper establishes the linguistic concept of growth, examines the semantic difficulties of the concept while explicating Dewey's usage of the metaphor, and argues the sufficiency of Dewey's explanation. (MM)

Responds to a critique of a thesis that Dewey underwent a dramatic midcareer change in his philosophy and that this change drew heavily on Pierce's metaphysics, offering additional evidence to support the claim that comparison of the 1910 and 1933 versions of "How We Think" reveals a major change in Dewey's views about inductionism. New…

Distinguishes between different kinds of positivism. Describes three logical positivist doctrines (physicalism, operationalism, and the unity of science) which became interwoven into the behaviorist rhetoric of the 1940s and 1950s. Argues that despite the historical influence of positivist texts, other epistemologies, especially constructivist and…