Education & Pedagogy

Reviews changes in the economy and agriculture, proposing that higher education must prepare students to cope with change through knowledge for being. In addition to knowledge for knowing and doing, knowledge for being involves information exchange and analysis, group work, critical thinking, and problem solving. (SK)

The ideological divide in adult education extends to the issues of knowledge production and the authority to conduct research. Action research is a collaborative method involving practitioners in knowledge production. It can demystify research and help bridge the basic-applied gap. (SK)

University-industry partnership give companies opportunities to observe prospective employees and access to research innovations at lower cost. Faculty increase their familiarity with the state of the art and gain additional funding sources. Barriers include intellectual property issues, publication of proprietary information, and conflicting research timelines. (SK)

In response to the thesis of Kenneth A. Strike, discusses the concept of local rationality, the nature of historic rationality, and educational issues that arise for public education in a liberal democracy. (SM)

Argues that part of the value of expressive writing is that it can provide communication within the chemistry classroom and involve students in the course. Describes the process of in-class writing with suggestions for its use. Contains 86 references. (DDR)

Details an eight-year project designed to reform a physics curriculum using a philosophical, historical perspective and inservice teacher training. Includes information on the development and implementation of the project as well as details about the teacher's guide. (DDR)

Discusses the proliferation of federal education programs and the many problems inherent in federal education policy. Suggestions are given to reform the federal role in education through changes in the reauthorization of the Elementary Secondary Education Act. (SLD)

A study involving 113 graduate students, all practicing teachers, identifies five major reasons why teachers are not using effective multicultural education practices in their classrooms. These reasons center on the lack of information about multicultural education and effective practices to promote it. (SLD)

Includes "Learning in a Global Society" (Bourne); "Latin American Bureau" (Moriarty); "Council for Education in World Citizenship" (Rogers); "Development Education Centres"; "REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques" (Archer); "Adapting REFLECT in Oxford" (Norris); "World Music: Education as Festival" (Richards); "Teaching about Fair Trade" (Crowley); and "Key Resources for Adult Educators." (SK)

Derived from Polanyi's "personal knowledge" concept, personal practice is based on adult educators' and learners' social and moral relationships. In contrast to individualistic adult education based on objectivity and detachment, personal practice is congruent with the goals of emancipatory education. (SK)

Critically reviews radical critiques of multicultural education from a pedagogical perspective, revealing agreement between radical and multicultural discourse about transformative pedagogy, exemplifying a body of literature about pedagogical struggles not recognized by radical critics, and encouraging interchange between these groups in regard to critical multicultural education. (Author/SM)

Describes Empire State College, a four-year Arts and Science institution in New York that provides distance education for mainly adult students who need an alternative to traditional higher education. Topics include mentors, student needs, access to libraries, the use of technology, and social services. (LRW)

Contends that public relations is a professional occupation that has become more than a subset or specialization of other disciplinary areas. Calls for reevaluation of professional and disciplinary areas that have influenced public-relations education. Contends that the integrity of public-relations professional education must take precedence over academic-unit perspectives and biases. (PA)

Discusses psychologists' contributions to higher education research, particularly in the areas of teaching and learning. Explores epistemological characteristics of psychological knowledge, the nature of research psychology, and how these characteristics relate to the intellectual and methodological traditions of psychology as a discipline. (Author/MSE)

Examines the history of higher education for sustainable development and offers examples of it in other countries and institutions. Explains that these initiatives vary widely depending on the culture, economic conditions, and environmental demands of the places in which they occur. (EV)