Discusses the hermeneutic and epistemological dimensions of science, and investigates the role that this discussion might play in science education. After a brief review of two main variants of hermeneutic conceptions of science, a general outline is given of the "existential-ontological notion of science." Draws conclusions for a new…

Offers a critical evaluation of theses presented by Martin Eger that attempt to justify the position that philosophical hermeneutics is an appropriate framework for science education in most of its aspects. Addresses the use of "meaning,""interpretation," and "text" in Eger's discussion. (LZ)

The author provides several reasons why every child should become a field naturalist, including the chance for children to discover on their own, to experience the complexity of nature, and to realize how easy it can be to make wrong assumptions. (LZ)

Argues that the idea and doctrine of adult education is to be found in the writings of Comenius as a consequence of his concept of lifelong learning. Suggests that the idea of adult education is deduced from his concept of man and theory of education. Compares Comenius' concept of adult education to that of Plato. (DK)

Lindeman began the tradition of pragmatism (a learner-centered, problem-solving focus) in adult education philosophy. Knowles preferred a technological emphasis. Brookfield, Cervero, and Mezirow revivify Lindeman's tradition, although each has a different perspective on social action. (SK)

A new view of social movements theorizes that they generate new knowledge through cognitive praxis. Because adult education is itself a social movement, this perspective can assist in analyzing its evaluation as well as pointing out a way to reestablish adult education's emphasis on social change. (SK)

Examines two concerns the author has about teaching sustainable development. The first concern arises from a lack of attention to educational philosophy and the research methods employed by philosophers. The second concern relates to the proposed relationship between education and sustainable development. (LZ)

Tips for assessing student learning are (1) match assessment strategies to teaching philosophy; (2) identify transferable elements that can be adapted to a variety of situations; and (3) ask what you need to know. (SK)

Discusses the problems with theater and arts instruction in New Jersey. Makes recommendations for creating administrative support for high school theater programs. Suggests integrating the theater curriculum with the other arts subjects. Lists New Jersey's arts education mandates. (PRA)

Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

Shares how the author developed as a writer through examples using literature and philosophy. Discusses her thoughts on the National Writing Project. (MG)

A survey of 38 state Extension Services determined whether the concept of issues programing had been implemented. Results indicate that states are committed to the process. (JOW)

Proposes a solution to the learning paradox (how learning develops from prior learning) that is based on the work of C. Peirce and J. Dewey. Ideas, as opposed to schemas or postmodernist discourse, are viewed as the real carriers of meaning. Abduction offers the best chance of coming to terms with the paradox. Contains 78 references. (Author/SLD)

Seven articles comment on the proposed resolution of the "learning paradox" of how people make meaning and learn from prior learning. The reviewers find much of merit in the proposed reliance on the work of J. Dewey and C. Peirce, but they criticize many aspects of the paper, especially its brief treatment of the learning paradox itself.…

Reflective activities are critical components of service learning because they connect service with course content. Methods include journals, experiential-research papers, ethical case studies, directed readings, and electronic dialogs. (SK)