The critique of Thomas Green's thought explores logical relationships between the concepts of teaching and learning in terms of the ideas of task achievement. (GW)

A critical rebuttal of an opinion of Amos Bronson Alcott's educational philosophy. (RK)

Social struggles that turn on race, gender, and sexuality are struggles for recognition. At least, this has been a widespread assumption for decades. Yet this assumption has come under critique of late. In this essay, Charles Bingham looks into the debate that surrounds the recognitive paradigm. He looks both at the general (noneducational)…

In this essay author attempts to locate elements of Hegelian philosophy of education and separate them as much as is possible and desirable from the metaphysical matrices in which they are embedded. (Author/MB)

An article by Harvey Siegal, "Kuhn and Critical Thought," is criticized. (JD)

The article addresses the question of whether or not Socrates was a Socratic teacher by exploring three issues from Plato's "Theaetetus": Socrates' assertion that he is an intellectual "midwife"; the problems in associating Socrates' love of conversation with teaching; and the question of whether or not Socrates' practices…

Formalistic theories of moral development enunciated by L. Kohlberg and R. M. Hare are criticized for failing to recognize that normative principles are also necessary to the development of moral reasoning abilities. (GW)

Author's aim is to diagnose the situation with respect to the analytic approach to the philosophy of education which appears to be at a crossroads, and to suggest what is required to enhance its contribution. (Author/MB)

This article furthers the discussion of form and content in moral education. Craig's argument is that the issue cannot be resolved until one investigates the status of various moral principles, such as justice, equality, and freedom. (JMF)

Presents a response to papers by several authors as they appeared in the current issue of this journal, noting similarities and differences in their opinions, and taking issue with their decontextualization and lack of attention to cultural and social issues (with the exception of Leach). (SM)

Educational theorists should engage more deeply with normative religious traditions because people often consult their traditions for guidance about education. Projects that work within such traditions, however, often seem irrelevant or irrational to those on the outside. In contrast, I argue that there are at least three intellectually…

Justifiable reasons for change and innovation in education practices are analyzed and discussed. (JD)

Two models for teaching people to think, the Deweyan problem-solving model and the traditional discipline-oriented model, are described and evaluated. (GW)

Criticized is C. Bereiter's educational philosophy, which calls for skill development rather than concept teaching which is viewed as a way of limiting students' freedom by unwarrantedly influencing development. (GW)

The purpose of this paper is to provide a logical analysis of the concept, Self Concept, and an appropriate translation of the construct into methodology. (Author/RK)