The author discusses how the Marxist tradition bridges the fact-value dichotomy in curriculum studies and how the bridging affects explanatory and prescriptive analysis. (MT)

This article analyzes Dale's attempt to reconstruct a classical version of Marxist ideology and finds its onesided. Dale replies in an immediately following article. (MT)

In this article, the author presents his views on Mike Cole's and Heather Mendick's comments on his book titled "Education and Society: Issues and Explanations in the Sociology of Education." In his review, Cole stated that the author's critical realism is seen as an advance on Marxism, of which the author is dismissive. The author refutes that…

After a brief explanation of historical materialism, this article discusses implications for the role of the school in capitalist society. Marxist analysis explaining the school's role in social reproduction is criticized. Ways in which the insights of historical materialism can be put to use by educational scholars are suggested. (MT)

Considers the influence of rationalism on educational research and philosophy, highlighting the theories of Imre Lakatos and Karl Popper. Discusses the concept of methodological falsification, Lakatos's appraisal of the growth of knowledge, the consequences of the rationalists' proselytizing of scientific methodology, and Lakatos's appeal for…

This article discusses the value of applying Marxist analysis to classroom practice, the philosophy of education, and progressive education. It criticizes Arnstine's position, which sees Marxist analysis as endangering devotion to personal autonomy. (IAH)

Examines how four major versions of neo-Marxism (i.e., Hegelian, Phenomenological, Structuralist Marxism, and the Frankfurt School) attempt to overcome the base-superstructure thesis of the political economists of education. Considers the implicit social ontological and epistemological assumptions and the related theory of education of each.…

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)

The field of educational administration has a major credibility problem in academe because it is seen to lack a convincing theoretical base. In the practical world of politics, management, and teaching, it appears that educational values are easily rendered marginal in policy making and that team and institutional leaders lack a sophisticated…

The critical examination of society's circumstances, institutions, and cultural predispositions and values can help detect problems and injustices and can suggest opportunities for improvement. Neo-Marxist critical theorists of the Frankfurt school are committed to work of this kind, but their perspective is informed by Marxian precepts, and their…

The Marxist theory that education has wide social implications and that it is not a derivative and one-sided activity, but rather a relationship in which both teacher and students are learners, is examined. (JD)

Suggests that neomarxism, the dominant form of radical reconstructionism, provides a less internally coherent concept of educational progress than do other major educational philosophies. Outlines epistemological differences between traditional Marxism and neomarxism. Includes 37 references. (SV)

Explains the theoretical positions of Russian Marxist psychologist and educator, L. S. Vygotsky, and their philosophical foundations. Discusses Vygotsky's major psychological theories regarding cognitive development, the development of scientific and spontaneous concepts, the zone of proximal development, and language's relationship to thought.…

A critique of Louis Althusser's Marxist perspective on the sociology of education is presented. (DE)

Professors of educational administration are being pressed to hold one of three conflicting viewpoints about knowledge and practice: "behavioral science,""symbolic," or "critical." Using Rein's notion of stories, the author urges professors to debate these viewpoints among themselves but use stories to study…