Pickles replies that Smith's critique masks the concrete experience of everyday understanding. The issue of education is not about the transmission of information, but one about how we produce and reproduce our social world. Education must permit rational discourse and decision making within the context of a moral community. (CJH)

This rebuttal of Pickles's article points to stylistic and substantive flaws. His isolation of the prevalent ignorance about geography sets up a "straw man" concerning the nature of educational dialog as an issue. His Cartesian "banking" model and Aristotelean "rhetorical" model present a false dichotomy of learning…

Technology contributes to the growth of human knowledge in five distinct, though overlapping, ways: (1) all technologies are material embodiments and thus more or less durable records of ideas that have survived some test with external reality; (2) telescopes, microscopes, and similar technologies extend external experience and knowledge to areas…

Proposes that a critical approach to evaluation in environmental education is needed to adequately address current epistemological, ethical, and procedural dilemmas. Offers perspectives on the scientific/analytic and critical evaluation schemes in respect to their epistemology, locus of control, and interests served. Emphasizes the socially…

Many current problems in teacher supervision arise from epistemological errors. Research-based models wrongly assume that supervision is a deterministic process. Therefore, the theoretical perspective should be rejected in favor of a practical one, which would emphasize "reflection-in-action" directed toward specific real problems. (MCG)

Reviews Kenneth Pike's tagmemic theory and its application to rhetorical concerns generally. Explains his epistemological assumptions. Presents a model for speech classroom use, which allows rhetors to channel their thought processes consciously and to vary their perspectives in search of a fuller understanding of any subject. (PD)

Examined is what radical constructivism in connection with Intuitionism might mean to mathematics instruction. Implications for mathematics education, especially the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge, are suggested. (YP)

Designed as an instructional aid for college professors, this model is used to illustrate the broad relationship among the primary perspectives and concerns of the physical and human sciences, history, geography, and religion. Human knowledge is conceptual. Man's "real" objective knowledge consists of mental analogs that are concerned…

Parker J. Palmer responds to questions concerning models of reality, ways of knowing, pedagogy, the components of "good teaching," morality and spirituality in education, developmental education, cultural and racial pluralism, and truth. (DMM)

Some feel that a persistent shortcoming of the collective views of human action is that they often advocate a view of the individual as merely a bearer or token for the group to which he or she belongs. These theories do not account for individual choice. This project attempts to arrive at a general critique of individualism, drawing on a number…

A discussion of the relationship between theory and practice in professional continuing education considers the different kinds of professional knowledge (according to its generalizability or explicitness), modes of knowledge (replication, application, interpretation, association), and the contexts of knowledge use. (MSE)

The development of professional gerontology instruction is examined in the context of previous research on the development of professional education more generally through six stages: apprenticeship, knowledge generation, knowledge classification, knowledge teaching, formalization of teaching, and improvement of the profession. Implications for…

A discussion of the relationship between the social sciences, teaching, and culture focuses on misunderstandings about the teaching of languages. Issues examined include the nature and role of applied linguistics, the nature of teaching, the influence of educational "fashions," and implications for the training of language teachers. (MSE)

It is proposed that second language pedagogy can benefit from the perspectives on epistemology provided by Gaston Bachelard, an early twentieth-century French philosopher and psycholanalyst. (MSE)

Offers a model of scientific thought based on the multidisciplinary integration of the sciences. Stresses the importance of constructions/deconstructions of meanings, codifications/decodifications of symbols, and structurations/destructurations of conceptual operations in the development of scientific thought and in the modification of human…