Most art teachers are puzzled about what educational philosophy is and why it is needed. On the one hand, they feel that they should be able to articulate a guiding philosophy for what they do in the classroom. But just as typically, they perceive philosophy to be "a difficult study of obscure subjects," remote from their practical concerns as…

It is about time we returned to idea of educating people and abandoned the practice of specialization. We should encourage students to widen their areas of knowledge. If they need job training after their education, that is fine: but it is an entirely separate issue. (Author/DS)

Argues that the humanism movement is imperiled by ill definition, misunderstanding, and resistance. The author redefines it and calls for "real" humanists to advance the cause. (Author)

Discusses the importance of goal setting in education, suggesting that we have overemphasized outcome objectives and neglected more basic issues about how to reach them. Argues for humanistic education, focusing on the unique desires, interests and purposes of each child. (DP)

The author introduces Paulo Freire, the man, then discusses the historical background of his work, his method and results, and briefly describes the basic philosophical ideas behind his educational approach. (Author/AG)

The funding problems of the Comprehensive School Mathematics Program and the emphasis on behavioral objectives, accountability, and competency-based teacher training are used as evidence of the behaviorist philosophy in American education. The case against behaviorism is discussed. (DT)

As defined here, the teacher as hero is one who is self-righteous and committed. He rises above the ethic by placing his particularity above the universal, by asserting his existence in the face of the constraints of inauthenticity. (Author/CB)

An argument against watering down'' the curriculum in the name of relevance, and a plea for teaching students facts as a preparation for intelligent living (the beau ideal''). (SP)

This article argues that educational systems tend to legitimate existing political hierarchies and elite control. (Author)

The author describes a learning system in which each step proceeds logically and congruently from a basic philosophy of man and learning.'' (Author/AK)

Authors offer an explanation of the psychological and philosophical positions underlying aspects of educational progressivism. (Editor)

Using an attitude survey to study the educational philosophy of post-graduate teachers in continuing education, the authors found little change in teacher attitudes after participation in subject-oriented courses. (Editor)

Author discusses Schleiermacher the man, and the range of his scholarly activities with a bird's eye view on his educational system. (Author/CB)