After a brief explanation of historical materialism, this article discusses implications for the role of the school in capitalist society. Marxist analysis explaining the school's role in social reproduction is criticized. Ways in which the insights of historical materialism can be put to use by educational scholars are suggested. (MT)

Pickles replies that Smith's critique masks the concrete experience of everyday understanding. The issue of education is not about the transmission of information, but one about how we produce and reproduce our social world. Education must permit rational discourse and decision making within the context of a moral community. (CJH)

The article reviews the underlying principle of gifted education in the German Democratic Republic: to create a learning environment in which all children can develop to their maximum potential. The paper continues with a description of research into differentiated educational processes and suggests guidelines for successful curriculum extension…

The author seeks to determine empirically whether a relationship existed between the philosophical orientations of adult educators and their experiences as educators in different adult education contexts. The research problem was: To what extent are the PAEI (Philosophy of Adult Education Inventory) scores of adult educators from three different…

Examines the nearly total dearth of interest in lifelong education among philosophers of education. The author discusses why he thinks this has happened. Finally, the article incorporates some views about the kind of philosophical work that needs to be done in order to bring theoretical respectability to the movement. (Author/CT)

The author responds to a previous article calling for the merger of special and regular education by emphasizing the need for more quality preservice teacher education programs. (CL)

The author responds to an earlier article calling for a merger of special and regular education by suggesting that special education must maintain its own separate identity. (CL)

The authors respond to comments on their earlier article in which they proposed the merger of regular and special education. They address the following issues: (1) willingness and capabilities of regular educators; (2) regular and special educator differences; (3) handicapism; (4) adovocacy; (5) service availability; and (6) reality. (CL)

Until his retirement in 1982, Philip Phenix exercised significant influence on students at Teachers College, other branches of Columbia University, and the Union and Jewish theological seminaries. The role in which his impact was probably greatest was as philosopher in service to professionals in a wide range of educational settings. (MT)

In 1979 in Israel, the Education for Peace Project on the Basis of Martin Buber's Philosophy was begun by Dr. Haim Gordon, incorporating Buberian Learning Groups as its cornerstone. This paper argues that Dr. Gordon departs from Buberian philosophy and imperils the success of his innovative pedagogy for peace. A response by Haim Gordon is offered.…

Reflects on experiences attending a recent conference for the National Association for the Teaching of English. (EL)

A review is presented of the differences between Matthew Arnold's and Thomas Huxley's views on liberal education. (CB)

The authors discuss the report of a Task Force on Education for Economic Growth (Education Commission for the states) which they say goes beyond the work of the National Commission on Excellence in calling for greater emphases on process skills, particulary higher order intellectual skills for gifted students. (CL)

Addresses the dilemma that value clarification theorists have exposed themselves to a charge of relativism because they wished to avoid the indictment that they were moralizers in the classroom. Concludes that it is possible to teach values in a way that respect for universally valid values is fostered. (JOW)

Reviews the major revisionist writings since 1968 and demonstrates that the revisionist writers have had virtually no impact upon the education of teachers. (JOW)