Discussed is the development of a comprehensive approach to mathematics education in its totality when viewed as an interactive system comprising research, development, and practice. The management philosophy of science, complementarity, and other domains are explored. (MNS)

Discusses the problems of technicians in making the transition to a training position. Describes development of a personal philosophy for technical training. (CH)

The author suggests that computers help teachers consider what education should be for students with special needs but that the potential of computers will dissipate if the real question of what students are learning is not addressed. (CL)

The author's response to a critique by Boyd and Bogdan of "Values and Teaching: Working with Values in the Classroom" (Raths, Harmin and Simon, 1966, 1978) states that their interpretation of values clarification is dubious and identifies where errors may have occurred. (MT)

The state of education cannot be improved without a model of the learner, yet the model is not fixed but varies. A choice of one reflects many political, practical, and cultural issues, but the best choice may be an awareness of the possible variety. (KH)

The author points out the need to consider the situational factors involved in serving children with mild to moderate learning difficulties and cautions that a within-the-child model based on psychological/cognitive deficits does not pay enough attention to the child's environment. (CL)

Etymologically, industrial arts and technology seem to differ. The movement to change industrial arts education to technology education raises serious historical and philosophical questions about the orientation and basis of the curriculum. (SK)

Argues that although both functionalist and "reproductive" radical paradigms of formal education assume that students passively internalize dominant norms and values taught by the school, the assumption is not invariably tenable. Demonstrates that systems of education serve as agents of legitimation and mediate the dialective…

The author discusses his philosophy of life and education, noting differences in the way American and Scandinavian cultures conceptualize what human beings are. He asserts that all humans have value. (CL)

Author presents an interpretation of his essay, "Culture against Itself," responding to comments of three colleagues. He attempts to focus on three major stages in the original paper's argument and to critique his colleagues' responses. (SA)

Discusses the problems and challenges facing public education, many of which are caused by the public's failure to admit that they pay for what they want and get what they pay for. (FL)

Discusses how rhetorical schemes, such as the anaphora, retain their traditional definitions and usages, but are also structural and stylistic qualities extending beyond sentences to paragraphs, verses, acts, chapters, and lives. Discusses the terms "oratio,""anaphora," and "topoi." (EL)

The majority viewpoint of mainstreaming fails to account for the linguistic and cultural heritage of deaf students. It is suggested that the educational environment must recognize those aspects unique to the deaf and that mainstreaming should be examined from an ethnic minority perspective. (Author/CL)

The author criticizes inadequate implementation of gifted programing concepts that have resulted in two extremes: busy-work and student-directed programs ignoring teacher choice and prescribed content. He advocates a middle ground in which independent student investigation is balanced with prescribed gifted content. (CL)

Supports the view that, with certain important qualifications, a service orientation to education has a distinct and decidedly important role to perform in the university. Applies these considerations to the case of Women's Studies. (JOW)