An outline of Kohlberg's formulation of moral development is presented. The development of empathy is considered central to moral development since it is the basis for the motivation to help others. A value-centered curriculum is suggested, but it is argued that moral development is not merely a matter of education. (JN)

Universities and colleges should develop law-related studies for their preservice teachers. (LH)

Presented is the viewpoint that school, home, society, and the individual child are all accountable for the quality of education being received by today's students, that teachers alone cannot accept the full responsibility for students who will not learn, and for circumstances over which they have no control. (KC)

Refutes arguments against the teaching of technical writing by English teachers. Shows how the training of English teachers prepares them for technical writing instruction. (JT)

Urges community colleges to reexamine their responsibilities to meet the financial, information, counseling, and curriculum needs of foreign students, and lists several elements in ensuring that this growing constituency receives a quality educational experience. (RC)

Warns that sound management theory and practice are in danger of becoming isolated from the academic process and care must be taken to include an informed and flexible concept of academic process with managerial skills. Relates management to the meaning of general education, commitment to academic standards, and delineation of institutional…

Discusses issues related to mandatory state teacher examination and notes public approval of such tests. Indicates that a satisfactory paper-and-pencil test of teachers' readiness to teach does not presently exist. (RH)

Discusses Bush administration's plan for education, building on/adding to Reagan emphases: maintenance of high visibility on federal agenda; preference for unrestricted federal grants-in-aid; parental choice for school selection; excellence versus equity; state versus federal authority; view of education as instrumental to achievement of other…

Schools cannot be held responsible for the state of the Canadian economy and have limited ability to affect labor market outcomes. Some would argue that schools should not focus on preparation for work but on learning about work. (JOW)

The urban university is a citizen of the city and should hold itself to high standards of civic commitment. However, such citizenship should not deter it from its traditional roles of asking questions, seeking knowledge, teaching, and conducting research. There is no inherent inconsistency between these functions and urban citizenship. (MSE)

No one sector has the right to abdicate its responsibilities in educating children. Schools should focus on the educative tasks that are rightfully theirs. Structures and curricula should be overhauled, and teachers need to understand how culture and ethnicity influence academic and social behavior. (SK)

Three principles concerning children's intellectual rights are proposed and discussed. The principles are: (1) intellectual rights of children include access to ideas and freedom of expression; (2) denial of rights on the basis of lack of competence requires empirical justification; and (3) denial of rights on the basis of lack of competence…

Community colleges, in a quest for increased enrollments and expanded educational access, seem less concerned with quality than they were 15 years ago. This is evidenced by the move toward open enrollments, reduced academic requirements, promotion of sporadic course-taking patterns, and vocational, as opposed to general, education. Adjustments…

Contrasts the ideal of equal educational opportunity with the growing high school dropout problem. Reviews the Education Commission of the States' challenge to educators, business leaders, and policymakers to prevent students from dropping out and make job and educational opportunities available to those who have already left school. (DMM)

Defines economics as an integral part of daily existence. Discusses the explicit and implicit elements of the U.S. Catholic Bishops' pastoral letter on the economy which critiques American culture. Urges educators to explore the implications of the pastoral in their respective disciplines and in the total school environment. (DMM)