The study of war, of human and material devastation, must be paired with moral judgment to guide action in the present toward the future. A threat emanating from the peace movement is forgetting the wrongs one's country has committed against other peoples. (CJ)

Suggests that educators must share the responsibility for training people for living in the twenty-first century. Notes implication to education of the development of the microcomputer. (KC)

The author giver her reactions to a paper by Brown and Paolucci; discusses pressures affecting administration of home economics education (measurable accountability, dwindling dollars and increased responsibilities, program expectations, and keeping abreast of new knowledge); and gives her thoughts about the future of home economics education. (CT)

Problems of overspecialization, reclusive objectivity, timidity, deferentiality, and naivete are interrelated and their root cause lies in scholars not having the faintest awareness of the public responsibility of the scholar or how that public responsibility is consonant with individual gain or with the public good. (HOD)

Court decisions tend both to recognize parents' rights to educate their children at home or in some other setting, and to reinforce the right of the state to regulate, at least in part, the nature and quality of the nonpublic instruction. (Author/MLF)

This article reports on a study conducted among supervisors, superintendents, and teachers to determine what congruence existed relative to expectations for supervisory personnel. Each of these groups indicated how much time they thought supervisors should spend in each of 10 roles. Results are included. (KC)

Suggests seven post-September 11 lessons schools should be teaching students dealing with patriotism, equality and human rights, presence of evil in the world, pluralism and divergence of opinion, United States history, world history and geography, and appreciation for and defense of American democratic institutions. (PKP)

Considers how stories function in professional lives, and examines stories of literacy development. Argues that, without a vision informed by the stories of diverse children, the literature on sociocultural differences in literacy use will inevitably be transformed into culturally deficient visions of children in schools. (MG)

The courts have refused to award damages to litigants claiming educational malpractice. This article discusses recurring themes in the courts' rationale for their decisions. Discussion focuses on elements of negligence: the duty of care, the breach of duty, injury and proximate cause. (IAH)

Describes the radical change in the way the states of Michigan and California finance their educational systems. Looks at advantages and disadvantages of those changes. (JOW)

Argues that the requirement to nurture and sustain academic freedom in the classroom creates obligations for the teacher, and that these obligations form the ethical framework within which the educational enterprise is to be undertaken. (KEH)

Reviews the National Junior College Athletic Association's responses to criticisms and recommendations by the American Association of Community and Junior Colleges. Highlights responses related to athletes' eligibility requirements, grade point averages, season length, squad size, heightened institutional responsibility for athletes' academic…

Recent litigation in Georgia's courts has concerned the constitutionality of the state's system of funding for education and the issue of equal educational opportunities. The state supreme court has decided that, while the system is a poor one in terms of equalization, it bears a rational relationship to legitimate state purposes and thus does not…

The purpose of this book is to bring back to public attention seven thinkers who wrote about what they believed to be vital in higher education. Each chapter examines a particularly "key text," in which that thinker considers the nature of higher education. The background for the occasion of the delivery of that text as a speech or…

To effectively address minority educational concerns, educators must understand and be sensitive to minority group students' cultural and social differences. In addressing the unmet educational needs of gifted and talented minority students, they must recognize the fact that minority cultures are "legitimate" and that the influence of these…