Two dilemmas occur in studying Darwin's Theory of Evolution. One, concerning pedagogy, is solvable by offering theory basics in middle school and in-depth study in high school. Another, concerning faith, is extremely sensitive. The paper discusses successful approaches, noting the place of Darwin's theory in all-elective high school biology. (SM)

The paper examines how teachers and students should deal with steadily increasing amounts of knowledge in the life sciences, explaining that students must learn to be generalists to some extent. It is important for students to know theories and rules as well as how to apply them. (SM)

By characterizing what 20 years of teaching history and philosophy of science have suggested to the author, this paper shows that this teaching has sown the seeds of skepticism and disbelief in a fashion parallel to that in which the introduction of science as a skeptical method vis-a-vis theology undermined belief in God. (SM)

The article traces the history of the social sciences and shows how they developed their modern form in Western universities. It argues that they are undermining rather than supporting democratic order and suggests that universities, with their commitment to truth and freedom of thought, can transform such disciplines into worthwhile entities. (SM)

The paper critically appraises the concept-learning and developmental perspectives in science education to show that Pascual-Leone's Theory of Constructive Operators leads to a progressive problem-shift between Piaget's epistemic subject and Pascual-Leone's metasubject. (SM)

Canadian Public Issues (CPI) is a social studies education program which seeks to include the history of groups typically overlooked in traditional instruction. CPI is described and analyzed. A former CPI director responds to the criticisms, and in a final article, the author responds. (JL)