Cooperation between teacher training institutions and schools is necessary and possible even though they may have dissimilar belief systems. This collaboration helps teachers to adapt to their new role by avoiding conflicting perspectives and duplicate (repetition of preservice) experiences. (JN)

The author analyzes the different purposes and processes of religious nurture, religious studies, and religious education to show why "commitment" becomes a problem in school-based Religious Education when the roles of the religious nurturer and the religious educator are confused. (Author/SJL)

The author argues for two theses: (1) If one assumes the existence of an aesthetic attitude, one must accept a new conception of the word "education" in the term "aesthetic education"; and (2) the school as an institution militates against achieving this new sense of aesthetic education. (Author/SJL)

Defining critical thinking and discussing its relevance to the ethics and epistemology of education, the author presents three reasons why it is an educational ideal: (1) it forms the basis of a moral process of teaching; (2) it prepares students to manage their adult lives; and (3) it initiates students into rational traditions. (SK)

The author refutes arguments that collegiate grades are necessarily arbitrary, unfair, and conducive to excessive competition. He asserts that grades are simply shorthand assessments of learning and should not be used as statements of certification or rank ordering. (Author/SJL)

The author compares the basic features traditionally ascribed to aesthetic experience with the basic features of humor. He suggests that humor is best understood as a kind of aesthetic experience and that it should be valued as such in life and included in education. (Author/SJL)

Counterpoint between two educators discussing the issue of competency based English instruction. (RL)

Reviews the history and purposes of the Association for Childhood Education International. Emphasizes the importance of play as the child's first expression of continuity. Points out that Confucius' concepts of teaching are universally practical and that his philosophy is carried out today in Taiwanese schools. (Author/RH)

The American Association of University Professors, the leading agency in higher education in developing the principles and standards governing the relationships of academic life, has also assumed responsibility for implementing these principles and standards in specific situations. The Association turns to formal investigation and censure only if…

Demonstrates the role of three sources of demand for education--the demand of individuals for practical skills, the desire of groups for social solidarity and high status, and the concern of states for effective political control. (Editor/RK)

Examines current arguments regarding the role of creativity in education. Suggests that educators often minimize the importance of the relationship of creativity to tangible creative works. Indicates that creative processes can best serve educational purposes when they are directly tied to the constraints of developing actual projects. (30…

Suggests that the "Standards for the English Language Arts" (copublished by the National Council of Teachers of English and the International Reading Association) makes good sense about literature and almost none at all about literacy. Argues that for 99% of the school population, the de-emphasis of the "Standards" on formal written communication…

Uses John Dewey to talk about a tendency among educators to indulge in either/or thinking or to label such-and-such an approach as "traditional" or "progressive." Suggests that this kind of thinking subverts meaningful dialogue and thoughtful analysis. (TB)

Investigated working methods of two Icelandic preschool teachers, their beliefs about early childhood education, and goals of their programs. Found that their methods, goals, and beliefs reflected a romantic view of children and childrearing. One teacher had more content-oriented goals than the other, more in line with contemporary U.S. early…

This article compares two educational approaches, intensive-explicit instruction and constructivist instruction, considering how both can affect instruction for students with disabilities. It concludes by urging the integration of these two approaches, possibly by using models focused on the transformation of explicit knowledge into tacit…