Argues that it is essential that alternative schools continually ask themselves: What is learning?'' Suggests that such schools must view the way the student values himself and his needs, the way he relates to other people, and the way he operates within the educational institution -- given the variables that will affect what a student learns at…

Discusses Piaget's and Skinner's approaches to instruction and indicates the possibility of a muddled education system through the superimposition of the new theories on the older ones. (CC)

After noting that accurate calculation is not the only reason for teaching arithmetic, innovative activities providing practice with basic facts, pattern spotting,'' and exploration are presented. (MS)

A principal expresses his vision of what a school ought to be and how he has been moving his school toward that vision. (DN)

A hypothetical story suggests that were there no textbooks teachers would stretch themselves and children would learn to look into the community for answers. Argues that textbooks should be aids to learning rather than the only source of learning. (Author/DN)

Discusses a way to teach coherent thought in subjects like history. (Author)

The mathematics laboratory is described as being not just the use of concrete teaching aids but involving a new philosophy of how children learn and the teacher's role in the facilitation of learning. (CP)

Plato's Academy could be the model for the university in 1996, a center for thought and criticism. (Editor)

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

Children's natural enthusiasm for science is too often destroyed by the way the subject is taught. An elementary school teacher explains how to instill in young students an interest in science and a desire to understand why things happen as they do. (PP)