For three decades, counseling psychologists have drawn ideas from social psychology about the social process of counseling, integrated the ideas into counseling theories, and assessed them in research. Traces the history of this interface, examines its products, and projects its future. Identifies three propositions that have guided and have been…

Presents historical perspective suggesting that invitational theory shares many beliefs with ancient Eastern philosophies. Submits that teachers and other educators who embrace the invitational perspective may benefit from an understanding of Eastern principles. Briefly describes Buddhism, Confucianism, Taoism, Zen Buddhism, and their relevance to…

Looks briefly at reading instruction throughout the 20th century, noting how it has moved from the alphabetic method, to the sight method of Dick and Jane, back to decoding, then to the extensive use of literature in whole-language programs, swinging back toward more skills instruction. Hopes that the millennium will allow the development of…

Examines the simultaneous rise of rhetorical theory and continued decline of rhetorical education. Presents and discusses three definitions of "rhetoric." Argues for the historical prominence and continued relevance of the third definition: rhetoric as the study of speaking and writing well. (RS)

Reviews 50 years of published research literature in American library history that shows a lack of theoretical perspective. Suggests that library historians should join with critical theorists and with social and cultural historians to help place the library in a larger context of social and cultural forces. (Contains 131 references.) (LRW)

Attempts to resolve an apparent contradiction between Hugh Blair's admiration for the Classical emphasis on rhetorical pathos and emotion and the apparent absence of that emphasis in the style of his own sermons. Characterizes the ways in which Blair's sermons are actually pathetic and explores the moral philosophy of those sermons. (TB)

Professional educators must be aware of issues involved pertaining to the development of relevant objectives, learning experiences, and evaluation procedures to be used in teaching-learning situations, and these issues should be clarified in terms of the thinking of selected educators of the past as well as leading professionals in the field of…

This collection of 11 essays honors Winifred Bryan Horner for her sustained effort to establish that the special nature of rhetoric and composition leads teachers to theorize practice and to apply theory in their own classrooms. The collection urges those in the field to learn from histories of rhetoric in order to draw rhetoric and composition…

This paper discusses the life and work of Lawrence A. Cremin (1925-1990), an important historian of U.S. education. One of Cremin's most notable works was the 1961 "Transformation of the School: Progressivism in American Education, 1876-1957." Cremin was on the faculty at Teachers College, Columbia University (New York) for 41 years.…

Points of similarity exist between rhetorical theorists George Campbell and Kenneth Burke, based on their acceptance of the universality of human nature. These similarities include the following: both use "strategic" definitions of rhetoric that are widely encompassing; Burke's central doctrine of "identification" resembles…

This article demonstrates how the works of nine Europeans influenced the educational theory and philosophy of Viktor Lowenfeld. (JDH)

Provides brief biographical sketch and describes Muchow's research contributions. Discusses the content of her investigation of the environmental experience of a group of urban children and their activities in diverse settings. (Author/SO)

George S. Counts promoted the progressive education ideas developed by John Dewey. A faculty member at Teachers College, Columbia University, from 1927 to 1956, Counts stressed the importance of pragmatism in education. The author, an admirer of Counts, created dialog that he and Counts might have had if Counts were alive today. (RM)

Describes the conference on the history of preschool education held by the Standing International Conference for the History of Education in September 1982 in Budapest and the contribution of the author of the history of preschools in Denmark. (Author/CB)

This paper examines the life and works of Meridel LeSueur, a colleague of Kenneth Burke, and herself a radical writer during the 1920s and 1930s. The paper states that LeSueur's primary aim was to establish an indigenous working-class culture to support working-class action. It notes that her arguments about writing build upon the rhetorical…