The marked tendency of Americans to look upon the rural Midwest as the "national reservoir of values" points to the need for deeper analyses and interpretation regarding the origins of Midwest rural education, focusing on analyses which square well with the realities of the rural Midwest today. (CB)

An exploration of the life and work of William Heard Kilpatrick serves as background for examination of the current depiction of him as anti-intellectual and anti-academic. In addition, the progressive education movement and Kilpatrick's involvement in it during the pre-World War II era are examined. (IAH)

Several definitions of education are reviewed and the intentions of the educators who proposed them are viewed in historical perspective. Various educational objectives and philosophies are explored. (JN)

This article discusses the implications for curriculum theory, research, and practice of William James' thought. Also considered is the question of what curriculum theory and research might be like if James had garnered greater influence than Thorndike. (IAH)

This paper analyzes the politics of education in the United States by considering the ideas and lives of Emma Willard and Catharine Beecher, nineteenth century educational reformers. It argues that understanding these women as American Antigones, as working through the contradictions between their public writing and their private lives, provides a…

Presents an overview of a special issue of "Educational Theory" devoted to the philosophy of education as practiced in the United States. Essays address various facets of the history of the Philosophy of Education Society along with a retrospective commentary. The paper discusses diversity and continuity in the field. (SM)

Describes the founding of the Philosophy of Education Society (PES), tracing the evolution of philosophy of education. The article compares the purposes of the progressive educational journal, "The Social Frontier," and the PES and examines various other publications, explaining choices made in efforts to professionalize philosophy of…

Giambattista Vico, an 18th-century Neapolitan philosopher, believed that, from children, adults could learn lessons they could not teach themselves. This learning, however, is predicated on the necessity that genuine childhood be allowed to exist and that logic and abstraction are not introduced to children too soon. (JMK)

Author uses industrialism, technocracy and power as concepts while analyzing political and educational issues. (Author)

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)

A book tracing the history of federal involvement with education from the post-Civil War era to the present is reviewed. (JD)

Reduced aid to colleges and universities comes at a time when the importance of higher education has grown in all areas of society. The changes in attitudes toward higher education are explored. (DF)

The trend towards private schooling and educational diversity departs sharply from past educational policies. A brief historical overview of education is offered to help in the understanding of current policies in education. American education has shifted from a commitment to cohesion through education to a diversity in educational practices. (DF)

Examines how curriculum theorizing can be inspirational principally through discussion of a book entitled "Understanding Curriculum" (W. Pinar, W. Reynolds, P. Slattery, and P. Taubman). Concludes that, in addition to written texts, the lived experience of all who teach and learn must be "read" and thoughtfully included. (SM)

Examines the gradually evolving relation of the Philosophy of Education Society (PES), and philosophy of education in general, to the academic field of philosophy and to other organizations and fields. The article notes a broad range of opportunities for cross-fertilization between philosophy of education and philosophy, to mutual benefit. (SM)