This article takes the view that in a globalizing context the concept of "sustainable development" should not be assumed uncritically. Further, tensions arise when education is constructed as an instrument for the implementation of this concept, as manifest in the term "education for sustainable development". With critical concern about…

This paper discusses aspects of Andrew Wright's version of a liberal, critical religious education and his criticisms of some other views of modern religious education. This is attempted not by examining these "other views" as such but by concentrating on the work of John Hick. The reason for this is that Wright, like Cooling (in his…

I reply to L. Philip Barnes' assessment of the contributions of Ninian Smart and phenomenology to religious education. My argument is that Barnes first misconceives and then underestimates Smart's legacy. I sketch Smart's relevance to some current issues in religious education, suggesting that his thought helps us to avoid potentially damaging…

The rhetorical functions of history depend on the domain in which history is used, with no connotations of interpretive priority attaching to the social or the academic realm. The appropriation of history in support of social causes as radically opposed as socialism and fascism fuels the temptation to subsume history under ideology, with the…

The characteristics of an effective teacher are examined in Aristotelian terms, with the objective of developing a model for the training of university teachers which addresses Aristotelian causes. A survey of research studies designed to identify the characteristics of effective teachers indicates a logical approach toward training university…

Reconstructionism is an extension and elaboration of the progressivist philosophy of education developed by John Dewey and his intellectual associates. Thomas Brameld also views reconstructionism as the beginning of a new philosphy of education, and this dissertation develops an approach to teaching literature that functions with Brameld's views.…

Explains the plan and intention of the series of stories composing "Emile" in order to convince readers how imperative it is to study this work. In "Emile" Rousseau describes an ordinary boy and experiments with the possibility of his becoming an autonomous man. (Author/BC)

Recounts experiences studying Eliot's novel at an NEH summer seminar. (NKA)

Raises questions about process research in writing. Points out the need to broaden the concept of what happens when people write and the need to press some questions about processes involved in coming to know generally. (EL)

Critiques the argument made in "Transcending" that the consumer metaphor of education has a detrimental effect on teaching/learning practices, arguing that the paper fails to understand how people use metaphors in discourse. Suggests that, rather than taking the metaphor literally, educators use it to think in new ways about education. (11…

Presents a study of Atlanta, Georgia, teacher's perceptions of the purposes of education and how those perceptions relate to the reform literature of the 1980s. Concludes that teachers generally agree with reformers and differ over educational purpose, as does the reform literature. Reports some effort among teachers to synthesize disparate views.…

Suggests that both critical thinking and obstacles to successful critical thinking are most commonly found in the activities of everyday life. Argues for a connective criticism approach that does not assume critical means adversarial and acknowledges that critical thinking can be used as a means of opening worlds of meaning. (KS)

The body of literature on the concept of the "knowledge economy" is both recent and rapidly growing, especially in the related fields of economics and management, yet both less recognised and less established in the field of education. It is a concept that has inspired many national governments and world policy institutions such as the OECD and…

This paper examines the consequences for agency that Foucault's historiographical approach constructs. The analysis begins by explaining the difference between "legislative history" and "exemplary history," drawing parallels to similar theoretical distinctions offered in the works of Max Weber, J.L. Austin, and Zygmunt Bauman. The analysis…

In the course of exploring critiques of globalisation, this essay will focus on two postures--each with its range of arguments--that have emerged as alternatives to globalisation, namely, the delinking position and the subverting position. The first argues for standing "outside" of globalisation and its educational cultures and apparatuses. It…