Author took the comments of Professor N. C. Bhattacharya's "Demythologizing John Dewey" (EJ 111 872) to task and attempted to clarify Dewey's position on education and social issues. (Author/RK)

Author answered the criticism of Professor Thomas B. Colwell, outlined in the article previous to this one (AA 522 006), of an earlier article (EJ 111 872) called "Demythologizing John Dewey". (Author/RK)

Argues that educators must be more accountable to individual differences, especially in a society that has a multi-cultural foundation. (RB)

Discusses alternatives in health education, specifically regarding focus, base of knowledge, organization, and services. (PD)

Investigators influenced by Anglo-American epistemology have frequently misinterpreted Piaget's genetic constructivism as an empirical psychology, seeing knowledge acquisition as a process in which representations of the world come into increasingly close correspondence with an ontologically unproblematic external reality. Both this interpretation…

Contemporary philosophy of education lacks direction, and needs it. The lack of direction is due to skepticism about the foundations of knowledge and values rampant in contemporary philosophy at large, both the Anglo-Saxon and Continental traditions. The remedy is grounded in a renewal of confidence about these foundations that is found in…

The existential approach to counseling emphasizes the activity of willing and decision, the uniqueness of the individual, the centrality of the Eigenwelt (the world of the self and the person's relation to that self), and the inadequacy of empirical knowledge in self-understanding. (Author)

For the term lifelong education to have a separate identity and validity, it is necessary to clearly and precisely define the kinds of educational provision and practices the term embraces and those it does not. (Author/AG)

This paper presents a theoretical inquiry into the potential utility of a curricular view of instruction via the heuristic vehicle of the "curriculum-in-use." It is proposed that instruction must always imply a teacher, students to be taught, a curricular subject matter to be transmitted, and an evaluative mechanism. In addition, all instruction…

In this paper, Baker Brownell's neglected naturalistic philosophy is interpreted as a pioneering ecological naturalism which formulates in explicitly ecological terms. (Editor/RK)

Discusses some of the problems facing English educators in British higher education. (RB)

Applies Bailey's paradox--the absolute belief that only tentative beliefs may safely be permitted--to the teaching of English. (RB)

Speech Delivered to the Social Philosophy Committee atDes Moines AEA Conference, November, 1968