Moving beyond open education is a progressive, developmental step. The next stage may see diffusion and demythologization of the valuable ideas, methods, and beliefs of open education and their selective assimilation by teachers. (Author/IRT)

Provides an instrument for assessing faculty and staff desire and capacity to change to an open classroom. (Author/JF)

Author discussed some important changes in educational thinking and educational practice associated with recent events on both sides of the Atlantic-changes that seem to be bringing us closer to "good education". (Author/RK)

Educators are warned against trying to implement open education without first understanding and believing in the philosophical, personal, and professional roots'' from which present open education practices have sprung. Twenty-nine assumptions about children's learning and about knowledge that reflect the philosophy of most open education…

The author, an elementary school principal, describes his own experiences in an urban open school program that fell far short of its goals despite ample funding and the enthusiastic participation of a group of young teachers committed to the approach. After reviewing assumptions about learning and knowledge and about the role of the teacher in the…

"Open education" is used here to designate a general approach to teaching and learning which presumes the child's right and competence to make important decisions; views the teacher more as a facilitator of learning than a transmitter of knowledge; encompasses ideas such as vertical or "family" grouping; and offers flexibility of time,…