Education & Pedagogy

The current status of secondary physical education is examined in five determinants of curriculum and in presentations of specific styles of physical education curriculum. Curriculum styles such as disciplinary, personalized, and social reordering are chosen based on students, teachers, schools, equipment, facilities, and subject matter involved. (JN)

Factors that may be responsible for the failure of some open education programs include: (1) lack of teacher training and know-how to implement a successful program; (2) negative reactions from parents; and (3) few incentives or workshops dealing with philosophies or techniques in open education. (CM)

Three broad views of the educated person (classical, pragmatic, and moral) are analyzed. It is suggested that only the moral approach focuses clearly on the development of the learner as the primary end of education. To construct any general education curriculum, liberal learning goals must be determined. (Author/MLW)

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)

The author discusses factors inhibiting adult literacy in India, stating that institutional schooling has provided education for only a small percentage of the population. As an adult literacy curriculum depends on community needs, he suggests a core or minimum curriculum for adult basic education in the community. (MF)

Describes the organization and work of the Policies Commission for Business and Economic Education, the policymaking body sponsored by the national graduate honorary business education fraternity and two national business education organizations. Reexamines the Commission's purposes and plans and lists its publications. (MF)

The author expresses concern that the interdisciplinary approach to art education requires too much staff time and additional teacher education, limits innovation, allows only superficial exposure, and trivializes art. He asserts that students will gain more from an in-depth experience in at least one discipline of art. (SJL)

In this keynote address to the 1980 National Art Education Association National Convention, the author suggests a redirection of art education. He proposes a redefinition of the scope and purpose of art education, outlines a dialog curriculum for aesthetic literacy, and considers ways of dealing with the arts bureaucracy. (SJL)

Suggests that cost-benefit analysis of economic education can be valid if objectives are separated from standards of performance and if the analysis is made in terms of feasible alternatives. Content of economic education is discussed in terms of Richard McKenzie's article "Where is the Economics in Economic Education?" (JEE Fall 1977). (Author/DB)

Many institutions are trying to increase their enrollment of adult continuing education students. Direct mail recruiting techniques are described, including: (1) frame the message for the audience, (2) state benefits of purchase, (3) stimulate action, and (4) assess responses and measure effectiveness. (MLW)

Explores possible roles for the philosophy of science in science education. Reiterates the belief held by many philosophers that science is the best kind of knowledge of the natural world and shows how the philosophy of science can aid achievement of science education objectives. Journal availability: see SO 507 421. (DB)

Advocates the involvement of state boards of education in the design and implementation of international education programs and policies in relation to the conceptual and economic constraints facing two- and four-year institutions, legislative and administrative influences, and their implications for action. (AYC)

The paper describes the purposes, organization, and preparation for the Greensboro Outdoor Education Program. It lists 20 procedures used in planning and implementing the program. Available from University of North Carolina, Center for Environmental Camping, and Outdoor Education, Greensboro, North Carolina 27420 ($6.00). (SB)

The quality of the arts in education depends ultimately upon the talented teacher working with the creative student. Such teaching talent must be cultivated through preservice and inservice training and development of four general kinds of arts educators: arts specialists, artists, elementary classroom teachers, and nontraditional teachers and aides. (Author/SJL)

Described is a marine education materials clearinghouse, the Marine Education Materials System (MEMS). MEMS classifies marine education documents and reproduces them on microfiche for distribution. There are 25 distribution centers, each of which has a collection of documents and provides assistance on a request basis to teachers. (Author/DS)