This article argues that the promotion of cognitive development in children is a heavily value-laden enterprise and that educators need to understand this so they can value and nurture an appropriate diversity of competencies in children. Nine claims about values and cognitive development are considered. (MT)

The American Dream, that individuals, freed from the ancient chains of class and caste, can by their own efforts and ability achieve success, needs to be linked to a moral vision, which in turn should be incorporated into school policy and practice. (CB)

The theories of various neo-Marxist philosophers are examined for insight into their views of human nature that underlie educational proposals. Important education and social policy issues are explored by Marxist theorists. (DF)

This article, a commentary on a piece by Kimberly Huselid Glass (Teachers College Record, Fall 1982), calls for clearer identification of peace values and recognition and cultivation of behavior which exemplifies them. Values traditionally associated with family life may provide models. (PP)

Four propositions concerning the cognitive structures of technological thought and liberalism are analyzed and the influences of these structures on the socializing role of public education are discussed. (JD)

Educational practices should strive to avert the catastrophe of nuclear warfare by communicating a sense of the reality and accessibility of peace. Educators must be responsible to all mankind for the values they hold and teach. Humanization should be the goal of curriculum development. (PP)

This paper examines inclusion as both a conversational and a theoretical idea, investigating whether scholarly standards and the universal claims of science function to exclude certain individuals and groups. The paper argues that inclusion is best understood as a moral rather than an epistemological virtue. (Author/SM)

Contemporary theories about the nature of modern bourgeois culture are reviewed briefly, and the contradictions of that culture are stressed. Christopher Lasch's criticisms of American schools in "The Culture of Narcissism" fail to recognize that self-liberating practices may stimulate intellectual growth. (PP)

In the face of the threat of nuclear war, colleges must reaffirm cultural values that support human understanding. The Trilateral Commission is criticized for its opposition to the activism of "value-oriented intellectuals." (PP)

Teachers must respond to the threat of nuclear warfare with a deep and universal desire to secure life. Comprehensive concern for life as a whole must lie at the root of their work. Only a world-wide expression of the ethical imagination, which renders nuclear war wholly unacceptable, can save mankind. (PP)

In the field of science, the meaning of insight can be understood by looking at theories which deal with universal laws that have fundamental significance for the totality of matter, independently of conditions of time and space. (JN)

The author examines the conduct of educational policy discussion in liberal democracies, argues that American education is undergoing a crisis, and posits that this crisis might be eased by the advent of a libertarian-technocratic society. (MJB)

Shows how encounters with unresponsive local school districts can lead parents to affiliate with conservative movements, describing cultural assumptions and fears underpinning the cultural and religious right, examining a textbook controversy that led to the formation of rightist sentiments, and discussing attempts at countering the growth of…

Johann Wolfgang von Goethe's views on children, adults, and nature complement and redeem the one-sided attitude of our present-day habits of thought. Goethe's writings about natural history and the relationship between the individual and society illustrate how teaching can be less a branch of technology than an art. (PP)

Social and economic trends tending toward the fragmentation of the family unit threaten the personal welfare of parents and child care professionals as well as the already precarious well-being of the nation's children. (LH)