Reflects on the impact of the broad values that motivated Mina Shaughnessy's work and life. Characterizes three of her beliefs--that teaching makes a difference, that the individual is important, and that literacy is power--and expands on their importance. (RL)

The author states that, although sport is highly valued by many, the study of sport finds virtually no place in the curriculum and suggests that perhaps the study of sport may have a legitimate claim for inclusion. (KC)

Explores a social marketing system approach which provides a useful structure in which to analyze the dynamics of the field of adult education. Examines micromarketing, macromarketing, social marketing, adult learner goals, society's goals, funding, and philosophical implications for adult education. (CT)

The history, philosophy, and objectives of the John Dewey Society are related. (JD)

Reviews the development of teacher education in Portugal since the 1974 revolution, which brought the country to democracy. Using the Association for Teacher Education in Europe's scenario model, the paper describes the hidden philosophies underlying changes that are occurring and shows how teacher education has evolved from a romantic, idealistic…

Learning democratic principles is an important component of education. Ways in which to equip students with the necessary complex knowledge and skills for full participation in a democracy are explored in this report. The text focuses on the distinction between education for democracy and education as democracy, and it explores ways that the…

This paper on special education in the early 20th century examines: the status of special education before World War I; changes in social philosophy that arose as a result of the war and their impact on education; the care and treatment of individuals traumatized by World War I; and the results of the war in improved theory and expanded knowledge…

The struggle of the woman's movement from the late eighteenth century to the present is discussed in light of the sexual stereotypes bequeathed by male academics in the form of moral philosophy. (JH)

Policies for educational institutions reflect social values. However, modern Canadian society is pluralistic; many values are held, and often these are in conflict with one another. Neither an appeal to the facts nor reasoned argument will reconcile such conflicts. Policy makers must think globally and act locally to ensure that all levels of…

Critical theory (CT), according to the author, is concerned with a critique of the modern rationality that underlies both scientific and industrial projects that subjugate the individuality of the person. He sees CT as an analytical and reflective process that stands next to the reach for empirical verification of the reality of the world and the…

Sociological theory is examined to explore the possibility of a more egalitarian society and the potential contribution of the educational process to social change. Also discussed are purported obstacles to equality: an ineluctible occupational hierarchy, pessimism concerning the importance of schooling, and alleged genetic differences. (EH)

The author examines (in some detail) five images of man--man as a bad animal, man as a blank sheet, man as a mixture of good and evil, man as naturally good, and man as able to transcend himself. Relying on the work of those like Abraham Maslow who follow the view of man as transcendent, the author sets forth her rationale for the assumption that…

Offers a general rationale for the stubborn conservatism of the liberal arts faculties based on the idea that the true function of a liberal arts college is not to equip students for success in life, as measured by the dominant values of our society, but to move them to challenge those values. (Editor/JT)

Analyzes the writings and educational philosophy of John Holt and concludes that Holt's future writings may be directed to social reform rather than educational improvement. For journal availability, see SO 505 716. (Author/DB)