Reconstructs the use of the term antifascism in an historical, sociopolitical, and pedagogical context. Maintains that antifascism is not an adequate educational concept, but rather serves the ideological needs of teachers and social workers at odds with right-wing theorists. Contends that the concept does not address the needs of young people.…

Argues that radical social change demands a reexamination of educational objectives. Discusses the impact of pluralism and secularism on contemporary society, the impossibility of educational neutrality and the possibility of an educational system built on humane and spiritual dimensions, and the place of religious education in public schools.…

Traditional social taboos against questioning established structures of social rule have subverted schools' responsibility to cultivate the reasoned debate which is essential to our intelligent survival in a world and future which need rethinking. (CB)

Examines the relationship between moral right and moral duty to be educated, discussing duty, right, education, and moral theory and suggesting that moral right and moral duty to be educated are partially independent and totally compatible with each other. Neither is superior, and both should be included in moral theory. (SM)

In a final report to trustees, Harvard University's (Massachusetts) parting president Derek Bok suggests that efforts to turn university activities into revenues may change the institution's image and force it to sacrifice its most essential academic values. Problem areas targeted include athletics, scientific discoveries, and commercially…

The key to breaking out of the problematic, dualistic, mechanist ontology is the recovery of our capacity to value the world intrinsically through the cultivation of aesthetic consciousness. The arts that enable a world view of co-emergence, participation, and intrinsic valuing, are suitable pedagogical tools for an education devoted to…

After a brief description of a sequence of philosophical workshops, this article analyzes, first, the request of the teachers who enroll for the training courses offered, and second, the training course itself. This analysis is conducted through a model crossing the two axes: pragmatism/idealism and individualism/social coherence. (SM)

The university exists in its own right as a fundamental construct in the system of beliefs, traditions, myths, saga, governments, churches, and other social institutions and structures that comprise the hallmarks of Western culture. In an attempt to understand the university and its value system, pertinent issues are discussed: (1) the university…

From the premise that the utility of education varies from individual to individual and over time, the author argues for greater public involvement in determining what should be the values of schooling. (MJB)

Analyzes the nature and extent of the increasing interest in educational policy studies. The author recommends that joint enterprises of educational philosophy and policy (1) enlist the resources of the sociology of knowledge and (2) question the policies which educational theorists generate. For journal availability, see SO 505 716. (Author/DB)

Stresses the importance of community, addressing the difficulty of teaching it in today's individualistic society. Uses Ephesians 4:1-16 as a source for understanding the community and developing an appropriate pedagogy. States the goal as creating within the classroom the experience of the biblical understanding of the social self in community.…

Legal education today focuses too narrowly on the profession itself, and fails to meet the larger obligation to probe the interrelationship of love and justice as well as the development of civic virtue and a sense of public duty. (MSE)

The United States has inherited an ideology concerning politics, culture, and the state that values the democratic distribution by the schools of rationality and of social motivation. Unfortunately, the bureaucratic organization of schools discourages this distribution, and the incentives for changing either the organization or the distribution…

Education must develop goals for a global society, rooted in humanistic commitments, and committed to the survival and development of mankind as a whole. (MB)

An analysis of the phrase "equality of educational opportunity" is offered to show that differing values determine different conclusions about the nature of education and the presence of opportunities. (GW)