In this article, Derek R. Ford develops an urbanist pedagogy, a particular mode of educational praxis that arises out of -- and, more importantly, is oriented toward -- the creation of the urban, a praxis that is internal to and constitutive of urban revolt. Ford does so with the help of two thinkers who are seldom theorized together: Henri…

This article argues that the chances of successful educational upward mobility are more clearly assessed when educational decisions are interpreted not as isolated individual or family decisions, but in relation to their societal and political context. In order to do this, the authors propose a combination of Bourdieu's conception of habitus with…

Noting the incompatibility of education with the organizational structure of schooling and the stagnation in the educational debate on school organization in the 1970s, this article offers new approaches to the relationship of organization and education. Both the rationalistic and mechanistic approaches are discarded in favor of concepts which…

With particular attention to West German practice, three dominant models of knowledge utilization in pedagogical theory are presented, discussed, and critiqued, leading to the proposal of three linking models which are still based on the traditional concepts, but nevertheless provide some promising perspectives. (Author/SJL)

Discusses the limits to fitting aesthetic experiences into theories of education or curricula, claiming that this often results in aesthetic alphabetization. Contrasts this to the aesthetic education possibilities in art therapy. Beginning with a statement by Hugo von Hofmannsthal, theorizes about the existence of an aesthetic self-identity. (CH)

Coded the explanations given by violent offenders (N=44) for locus of attribution and excuse versus justification; and examined the explanations for their relationship to situational variables. Results supported the value, interest and replicability of research on common sense explanations in prison settings. (LLL)

Contains a theoretical discussion and an empirical test of Stinchcombe's "liability of newness" hypothesis, which assumes higher failure risks for young organizations than for older ones. This hypothesis does not adequately represent mortality hazards of German business organizations. A "liability of adolescence" concept…

The author presents a selective but detailed account of the proceedings of the November 1986 conference of the German Association of Adult Education Centers, from a British point of view. A theme running through the proceedings is the political empowerment of adult education. A section comparing British and German adult education issues is…

A survey of the pedagogical concepts of German adult education between 1910 and 1960 indicates affinities between the theoretical and philosophical commitment of the old adult education movement and the newly defined tasks of adult education today. (Author/BSR)

Recent developments in classroom climate research in West Germany are described. Special reference is made to classroom climate theory, climate structure, construction of climate scales, the role of climate as dependent and independent variable, and problems of research methodology. (Author/BW)

Presents a biographical profile of Heinrich Roth, a psychologist and educator who had served in the Wehrmacht's political warfare division. Roth later experienced a spiritual and professional rebirth becoming completely immersed in U.S. educational theory. He devoted the rest of his life to developing a democratically-oriented theory of learning…

Describes educational reforms as structural necessities in a differentiated system; not simply historical events or recurrent pushes of dissatisfied idealism. Stating that the current system can increase in complexity but not in excellence, the authors suggest the following distinctions be used to improve its pedagogy: system--environment,…

Presents results of exploratory 1984 survey of occupational self-image of 1,000 school principals and their influence on the "culture" of a school. Results support claim that principal's influence depends on ability to balance seemingly contradictory demands. Principals articulating problem of balance when defining their role are more…

Investigated the allocation of positive and negative outcomes of joint work. College students (N=94) allocated gain or loss based on information about their own and partner's ability and effort and differences in performance. Allocations to discount differences in contributions were based on differences in ability rather than effort. (RC)

Test anxiety research in West German schools is explored and measures currently used are described. Test anxiety is examined in relation to academic achievement, and in both the traditional tripartite school system and the nontraditional unitary comprehensive school. Future directions of test anxiety research in West German schools are explored.…