The importance of the establishment of a written school philosophy statement is presented. Includes an example of such a statement and suggestions for writing one. (MD)

The author argues that the graduate of the "artes liberales" (liberal arts) is the Roman orator, trained to defend persuasively the right and just, and not the person devoted to the Socratically-based introspective search for truth, as many contemporary academicians would maintain. (JMK)

Interviews conducted with 40 special education teachers revealed that only six expressed goals, beneficiaries, and strategies of an integrated teaching philosophy. Most expressed difficulty in being able to cite concrete examples of how their philosophy translates into practice and noted that the issue was not a major focus during training. (CL)

Presents a criticism of Clayton W. Lewis's analysis of Burke's "A Rhetoric of Motives" arguing that Lewis risks overstressing act and neglecting the necessary connection between agency and act in Burke's theory of dramatism. Includes Lewis's response. (HTH)

Excerpts from the letters between Alexander Graham Bell and Anne Sullivan and Helen Keller are given to illustrate the educational and personal growth of Helen Keller as well as the educational philosophy of Bell regarding the education of the deaf blind. (DB)

The article discusses the characteristics of holistic teachers, noting that such teachers respect children's learning capacities to help learning happen. She suggests that holistic teachers are children who have managed to grow up still learners. (CL)

This paper examines the merits of contrary assumptions about the prospects for providing a strict definition of"teaching." The author contends there is reason to believe that the concept of teaching is polymorphous. (JMK)

Hirst's notion of liberal education is very popular because of its emphasis on developing personal autonomy. However, specialized education need not be confining if we accept the idea of a common moral outlook; such training does not exclude interest in other areas. (IS)

Characteristics of gifted students are noted and explained to match the characteristics of the Montessori approach to education. Montessori's emphasis on individualism, multi-age grouping, and independence are seen to be particularly valuable in developing both leadership and intellectual skills. (CL)

A mock interview with the coach of a fictitious football team about the reasons for and effects of using process orientation as a coaching technique. (CRH)

Distinguishes between two broad interpretations of the principle of equality of educational opportunity and shows how each version reflects a different educational philosophy. (Author/RK)

Provides directions to help teachers identify and articulate their assumptions about the teaching of reading. (Author)