This article discusses the results of a survey of 380 elementary teachers randomly selected from 42 schools concerning their classroom practices, opinions, and suggestions of the Inquiry teaching method of Social Studies. (Author/RM)

Five objections to inquiry teaching in the social studies classroom are discussed. (Author/RM)

Describes a plan for promoting student questions for developing students' abilities to ask other than fact questions. (MM)

Until such time as necessary conditions exist in the schools for inquiry teaching, greater emphasis in teacher-training should be placed on effective approaches to expository teaching. (Author)

In a reation to an article by James V. Panoch and David L. Barr, the author suggests, ...presenting a factual account of religion to an appropriate degree whenever it is relevant to the subject under study." Inquiry and debate or religious issues is not advocated. (Author/AP)

Educational innovation in the direction of discovery learning advances the process of self-actualization. It emphasizes the Hebraic-Greco view of man as a being with limitless potential. (CK)

Education's responsibility to train students to distinguish between empirical value claims and aesthetic judgments is discussed. (DB)

New methods of inclucating the facts of American history into today's students are discussed. (CK)

In shifting emphasis from accumulation of facts to methods of investigation and cognitive skills, the concept of ecosystem is a powerful organizing principle for geography. The connectivity of all things in an environment, the flow of energy through the system are stressed. The use of ecosystem as a framework for inquiry in the classroom is…

An emphasis on methodology in the teaching of history will make this subject more relevant to students. (CK)

Article suggests ways to slow the deluge of questionnaires that is strangling the academic world and its administrators, and still improve data collection. (Editor)

Ways of teaching art concepts are discussed. (CK)