This review of Randall Everett Allsup's book, "Remixing the Classroom: Toward an Open Philosophy of Music Education" (Allsup 2016) deconstructs some of the characteristics of postmodernism found within the text, critiquing Allsup's use of anecdotes to set up the argument for an open philosophy of music education as an approach that…

Pepi Leistyna's book "Presence of Mind" discusses how schools of education deter teachers from understanding the world's complex political, historical, social, and economic realities. Educators must develop what C. Wright Mills called the "sociological imagination." Developing critical consciousness and varied, multicultural…

Provides reviews and critical analyses of "Capitalist Schools: Explanation and Ethics in Radical Studies of Schooling," by Daniel P. Liston, and "Teacher Education and the Social Conditions of Schooling," by Daniel P. Liston and Kenneth M. Zeichner. Indicates that both books call for critical inspection of current educational models. (15…

Robert L. Scott's article "On Viewing Rhetoric as Epistemic" exemplifies agonistic-transcendent rhetoric in that it sought to revalue "rhetoric." However, as Scott has already noted, his project was ultimately compromised by his not revaluing "epistemic" in conjunction. Scott's article is criticized with respect to…

Margaret Speas'"Phrase Structure in Natural Language" is reviewed. It presents three recent innovations in phrase structure research that offer new tools to explain data and solve old problems: the VP-internal subject hypothesis, the layered VP hypothesis, and the articulated IP hypothesis. (Contains 19 references.) (LB)

Three books examine works of Paulo Freire and the concepts of critical pedagogy and emancipatory education as they relate to current world political situations: dominance of neoliberal politics on one hand and Brazil's election of a working-class president on the other. Freire's thinking can be a foundation for a new leftist "common…

Reflections on Tobin's "Semiotics and Linguistics" and Shaumyan's "Semiotic Theory of Language" are offered. (23 references) (LB)

Monik Charette's "Condition on Phonological Government" is reviewed. It is the first book-length study written in the framework of Government Phonology (GP), a theory that makes a dramatic break with the classical generative approaches to phonology. (Contains 10 references.) (LB)

The heuristic value of Chilcott's essay lies less in its support for structural functionalism and more in its concern to reexamine theory in the work of earlier educational anthropologists for what earlier theories and practices can add to current research. (SLD)

Three books are discussed: Andresen's "Linguistics in America 1769-1924: A Critical History," Crowley's "Politics of Discourse: The Standard Language Question in British Cultural Debates," and Crowley's "Standard English and the Politics of Language." (36 references) (LB)

Presents two reviews of "The Evolution of American Educational Technology" (Paul Saettler), a detailed history of educational technology that is organized chronologically into particular movements. Saettler's responses to the critiques are also included. (SLW)

Discusses nine texts that describe the persistence and dedication that are so often the attributes of a good teacher and texts that discuss studies of classroom practices. (PRA)

Discusses Allan Bloom's "The Closing of the American Mind," examining his critique of relativism, particularly cultural relativism. The paper states that the existence of cultural relativism is a cause and sign of significant fragmentation and separateness in modern society and the university. (SM)

Argues that Susan Sugarman's article in this issue contains some valid criticism of assumptions in developmental psychology, but that some of her conclusions regarding other assumptions need to be questioned. Suggests that many problems raised by Sugarman would disappear if developmental psychologists concentrated on children's early achievements…

This book offers ways to answer questions about public trust in teachers. Discourses on teachers as transmitters of moral and cognitive virtues and on the unsatisfactory nature of competing models of theory-practice relationships are grounded in an interpretation of Aristotle's Phronesis as moral wisdom. Education is only one of the purposes of…