Education & Pedagogy

The fundamental characteristics of private and public education--voluntarism and government control--are described and related to authority, consensus, and commitment in schools. The paper argues that public schools rely on legal/rational authority and private schools on value consensus and traditional authority. (AM)

Defines the professional approach to moral education and contrasts it with the commonsense approach. The professional approach means deliberately planning school life to develop pupils as moral persons. The commonsense method treats students as members of the moral community, teachers exercising power and control over them. (RM)

Recommendations regarding literacy and the responsibilities of science educators are reviewed. The opportunity for pioneering, base-line research studies on the use of microcomputers in the classroom is viewed to exist. Significant contributions science education can make to computer literacy are noted. (MP)

The concept of ideological influences on education is reformulated in terms other than those of the Marxist/liberal dichotomy. Four ideal types are outlined: the academic ideology, ideology of economic renewal, egalitarianism, and the ideology of consensus. The influence of these in the development of higher education since 1945 is outlined. (Author/MSE)

Excerpts from a speech by Jean Tufts, Assistant Secretary, Special Education and Rehabilitative Services, address trends in the administration's approach to special education, including the formation of the Foundation for Educational Assistance, and changes in regulations and funding for P.L. 94-142, the Education for All Handicapped Children Act. (CL)

In this series of six articles, authors discuss training part-time technical teachers who have no teaching background, substitute teachers, obtaining up-to-date equipment at no cost, volunteer programs, keeping in touch with the community, and citizenship education. (JOW)

After a brief historical synopsis of some of the methodological issues in comparative education, this paper examines the distinctive value of comparative education-- particularly at a time when common problems face many different countries. The paper concludes with a description of two outstanding achievements in comparative education. (Author/CT)

Describes six activities for art education. Art activities include seventh-grade fanciful animal drawings, a Picasso month in a high school district, and a parent-child art workshop organized by gifted, elementary children. Career education activities include a student-run exhibit, student-curator jobs in an art gallery, and a career day. (AM)

Describes a study which assessed the perceptions of K-12 social studies teachers regarding delivery systems for inservice education programs. Designers of inservice education could replicate this study with their own teachers in order to develop a more relevant inservice plan. (RM)

The need to educate people about the sky as both a psychological and physical environment is discussed, including a formal curriculum schema (sky as habitat, sky as transport, influence on culture) and informal curriculum, with such topics as recreation, pollution, mythology, and clouds. (DC)

Advice of a law professor to beginning law students covers such topics as educational goals and techniques in legal education, study materials, study skills specific to law schools, general reflections on self-image, justice, ideology, and student attitudes and alienation. (MSE)

Examines the Adult Education Association's (AEA) contribution to the knowledge base of adult education. Discusses AEA's most fundamental role--its influence as a force and structure for unifying the practical and substantive dimensions of this pluralistic field. (SK)

Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP)

Critics of public education either ignore signs of scholastic progress and achievement or misinterpret statistics that show academic improvement. The real "crisis" in public education stems from economic and demographic factors that erode popular support for public schools. (FG)

Difficulties in implementing the Microelectronics Education Programme are discussed. Difficulties include too few microcomputers in schools, networking within schools, teachers working in isolation, distribution of software; and the problem of raising the level of awareness of teachers in all subject areas. (Author/JN)