This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in…

The eminent eighteenth-century encyclopedia editor and French philosopher, Denis Diderot, exercised a powerful influence on thought and culture in Western and Eastern Europe. He was interested and involved in educational activities and ideas and contributed to pedagogical literature. His life, work, and educational thought are examined. (RM)

The author details the influence of Hely Hutchinson Almond (1832-1903) on education in Scotland. In 1862 Almond purchased Loretto, a small private school at Musselburgh, where he taught his doctrine of rationality, or sound living, for the next 41 years. (KC)

Kandel's reputation as a giant in the field of comparative education rests upon his magisterial surveys of educational systems in which he developed an intricate pattern of educational, political, historical, and philosophical relationships, with his theme being the relationship between education and the state. (Author/BRR)

This article considers only "academic" educational philosophy in the Scandinavian and English-speaking countries. It attempts to recount the different phases in this discipline's development, laying emphasis on the fundamental features of each phase and on the criticism which the next phase leveled at the previous one. (Author/SJL)

The career of art educator David Phillip Blair (1850-1925) is discussed. A graduate from the National Art Training School in South Kensington, London, England, Blair was responsible for introducing the South Kensington art system, with its emphasis on the practical arts, into the schools of New Zealand and Canada. (Author/RM)

Ludvig Holberg was an outstanding contributor to comedy and other branches of literature during the early 18th century. He advanced the movement later known as the Enlightenment, promoted the ideals of morality through humor and satire, and issued challenges to contemporary school and society. (RM)

Presents a brief overview of educational practice, priorities, problems, and objectives in China from 1949-1976. Major periods are identified as statism and the schools (1953-55), internal criticism and response (1955-57), the Great Leap Forward (1958-60), readjustment and compromise (1961-66), the cultural revolution (1966), and post-Mao Tse-tung…

The way that the teacher/researcher ideal developed in Germany is discussed, along with discrepancies between the original context of the concept and the American one. The focal point is the foundation of the University of Berlin in 1810. Social, political, and intellectual development of the eighteenth century are reviewed, along with reforms at…

Contributions of the Swedish scholar and social critic Wilhelm Sjostrand are discussed. His interests included educational psychology, comparative education, and the history of education. (RM)

The author identifies these as the most important changes in general educational theory over the last 25 years: a movement toward cross-disciplinary perspectives, a widening of perspective to include the social context of schooling, and a swing from positivist research methods toward more qualitative and holistic approaches. (SJL)

In the twentieth century, educational philosophy has turned from grand system building toward approaches which consider the process of education itself to be the source of issues requiring a philosophical, value-oriented resolution. Philosophical inquiry has extended to social, psychological, and human issues. (Editor/SJL)

The author describes historical stages in educational theory: conservative tradition (1879-1904); progressivism (1904-1929); and conservative reaction (1929-1954). For the period since 1954, he considers the conflict between positivism and radical dissent, and the new ecological consciousness of education as part of wider social and political…

Formalism is entrenched in Australian legal education, and its impact is destructive and narrowing. A presentation of the history of American legal education as a reflection of the social values and experimental nature of American society illustrates some solutions to this formalism. (MSE)

Similarities between the educational philosophies of the United States in the first 70 years of the republic and those of many African states in the 1950s and 1960s are suggested. Parallels include rejection of European education and the notion of a national university. A progressive Pan-African educational system is recommended. (AF)