Sex and sexuality are complex, multi-faceted topics. Sexuality educators and practitioners often face challenging dilemmas with few ethical decision-making models available. While there are professional codes of ethics for sex educators, there are no practical models to inform an educator's ethical decision-making in professional situations. This…

The Truth and Reconciliation Commission and Indigenous activism have made many Canadians uncomfortably aware of how little they know about First Nations, Métis, and Inuit peoples. In "Braided Learning," Lenape-Potawatomi scholar and educator Susan Dion shares her approach to learning and teaching about Indigenous histories and…

Explores the concept of "null curriculum"--what schools do not teach. Attempts to define the term, focusing on possible uses in theory, research, and practice. While hard to define and limited as a research concept, "null curriculum" can inform cosiderations of curriculum goals, content, and selection criteria. Lists eight…

Discusses objectives of "Canada in a North American Perspective," a controversial postsecondary course taught as an Ontario Academic Credit course. Argues examination of Canada's perspective and history as a North American nation can benefit from comparison to the United States. Suggests this continentalist approach need not diminish…

Environmental issues that can be explored in social science courses include problems with potential to cause serious or irreversible change to an ecosystem or biosphere. Areas for discussion include: environmental attitudes, values, and behaviors; the environmental movement; risk perceptions; and the political economy of the environment and…

One's conceptions define what is worth learning about war and peace and why. Educators must make important choices of content. Three conceptions of peace education are discussed: those that focus on information, those that center on issues, and those dealing with attitudes. (RM)

In reader responses to a previous article, it is suggested that cultural content is less important than the method by which material is presented to students; McCarthy argues that students must be free to develop good evaluative thinking. (two references) (LB)

The booklet outlines a philosophy course for gifted high school students. The program is designed to provide both academic substance and higher level critical thinking skill development. Objectives of the program include: (1) becoming more sensitive to life's major alternative goals and the standard means recommended for attaining them; (2)…

Teaching an evening course in economics at an Adult Education Institute can be challenging. But it is very different from teaching economics in a college. Discusses adults' motives for studying economics, what economics should be taught, teaching methods, and ways to facilitate classroom discussion. (RM)

Leo Strauss' views concerning the way to teach political philosophy are discussed. The essay begins with a summary of Strauss' general conception of classical political philosophy. The remainder of the essay discusses the content of Strauss' book "What is Political Philosophy?" (RM)

One professor's approach to developing a course on French writers of the revolutionary era is presented. The lecture/discussion/oral report course was taught entirely in French and included a variety of literary genres. The syllabus, weekly log of lecture/discussion topics, and a bibliography are appended. (LB)

In 1998, the American Museum of Natural History (AMNH) launched an ambitious effort to create on-line science courses for K-12 educators that would immerse them in exciting science topics and give them access to the Museum's scientific resources (scientists, research, expeditions, collections, and exhibitions). This project, called Seminars on…

Reports on a study which was conducted to provide a sample of biology teachers an opportunity to describe their experiences and opinions regarding the controversial issue of evolution and creation as it relates to teaching about the origins of life. Provides the objectives, sample selection, an analysis, and a conclusion. (RT)

Describes an undergraduate Psychology of Social Problems course. The course focuses on the psychological aspects of legal abortion for adolescents and women, the consequences of denied abortions on unwanted children, and psychological ramifications of alternatives to abortion. Summarizes student evaluations of the course. (CFR)

The Biomechanical Principles and Movement Concepts Curriculum for third- through fifth-grade students is described. Basic movements and the amount of time each is to be taught are listed. Activities for application of dance to fitness based on biomechancial principles are given. (MT)