The author challenges art educators to engage in positive types of radicalism, speaking in the appropriate and approved jargon, and at the same time protecting the magic that only art can offer. (KC)

In the ideal of personality presented here, the overriding sin is to pursue only one dimension of values. (MM)

Cragg counters Beck's criticism of his hidden values in the curriculum argument. (MM)

Proposes that education must have an internationally common purpose: teaching interdependent responsibility. (SB)

Challenges conventional teaching methods, the lack of real books and ideas in the classroom, and the invasion of corporatism into adult education. Asserts that Freire's philosophy has been misapplied in "learner-centered" instruction. (SK)

Criticizes the evidence used by M. Gredler and C. Shields in their critique of Prawat's article about John Dewey and Lev Vygotsky and their educational philosophies. Notes specific problems with citations and interpretations. (SLD)

Observed the philosophies-in-action of new versus experienced parent volunteers in a community of learners elementary school, examining three philosophies-in-action: collaborating with students, directing them, and treating them in a laissez-faire fashion. Newcomers were more likely to apply a one-sided philosophy-in-action, while experienced…

Seeks to make explicit the essential features of an engagement model based on the separate engagement experiences of four colleagues--a sociologist, rural developer, teacher educator, and community psychologist. Shares and discusses what engagement means to them, then shares interpretations of the conceptual, philosophical, and normative…

Develops a theoretical model which describes the importance of recognizing the link between philosophy and administrative practice in institutions of higher education. The proposed model suggests that university administrators must understand that administrative structures are the organizational medium through which the academic philosophy is…

Responds to an article that emphasized profound differences separating Dewey and Vygotsky, arguing that the intellectual agendas the two pursued grew and changed in similar ways in the course of each individual's work. Refutes stereotypic ideas about Dewey and Vygotsky (e.g., Dewey put process ahead of product in education, and Vygotsky downplayed…

Explains the significance of Habermasian theory for the emancipatory tradition, analyzes certain problems of the theory and argues that an expanded dialogue with American pragmatism would strengthen both its sociological and its normative dimensions. Raises critical questions about pseudohistorical, normative justification in general sociological…

Discusses the definition of technology from a philosophical perspective. Presents a rationale for philosophical analysis; discusses a formal typology of technology; and considers implications for industrial education. (Author/JOW)

Discusses the significance of Thomas Merton's life and work for education. Describes Merton as a Trappist monk who originally sought spiritual self-containment through monastic life only to reemerge to participate in the world through his writings. Suggests that Merton's contribution to education is the idea of orienting education along spiritual…

Describes transformation in educational philosophy that has occurred at Old Dominion University in Norfolk, Virginia, and university's ability to successfully establish goal of achieving diversity in what is taught, who does the teaching, and who is being taught. Shows how, theoretically, the transformation has occurred from the mission statement…

Problems associated with the adoption of a dualist ontology in the learning and motivational domains are discussed. From a Deweyan perspective, the current focus on self-regulation is problematic because it legitimates dualist distinctions between and within these two domains. (SLD)