Discusses the implications of postmodernism for the field of the history of education, specifically from the point of view of theory and methodology. Briefly reviews theoretical applications and their leading adherents in Britain. Concludes that postmodern theory should make historians more self-reflective. (MJP)

Criticizes the concept that secular, rationalist thought is more objective than religious thought. Maintains that all human inquiry and interaction is rife with subjective bias and assumptions. Defends the teaching of religious subjects in public schools on this basis and calls for an "intersubjective" approach (acknowledging rationalist…

Proposes a mode of religious education that accentuates the self-actualizing, humanistic aspects of religious thought while downplaying the exclusionary and confrontational pathologies. Maintains that the power of spiritual commitment, devoid of rancorous judgments, can be a force for positive global transformation. (MJP)

Provides an interesting overview of the philosophical changes initiated in geography over the last 50 years. Argues that dissatisfaction with environmental determinism and its variant of regional geography inspired a quantitative and theoretical revolution in the subject. Recent developments have questioned even the foundations of that revolution.…

Challenges the current belief that post-secondary curricula is defined by faculty and institutions in response to demographic shifts. Maintains that a complex interweaving of social movements, class structures, political, and economic forces influences the adaptation and implementation of curricula. Criticizes the establishment and the recognition…

Contends that 1960 and 1970 social studies projects reflected institutionalized mainstream academic knowledge in the social sciences. Calls for closing the gap between transformational knowledge and the teaching of social studies in public schools. (CFR)

The speech, given to commemorate the tercentenary of the visit of Jan Komensky (Johann Amos Comenius--the latinised form of his name) to England, outlines the educational reforms suggested by him and chronicles his life. Komeny, born in 1652 in southeast Moravia, was personally affected throughout his life by war and disease and traveled about…

The educational journey of modern Indian people spans two distinct value systems and worldviews, as the Native American sacred view inevitably encounters the material and pragmatic focus of the larger American society. In that meeting ground lies an opportunity for the two cultures to teach and learn from each other. The 15 essays in this book are…

This paper is a critique of problem-based learning and focuses on, first, the concept of life as problem-governed and professional practice as problem-solving; and, second, the utility of problem-based learning as a pedagogical approach in pre-professional training. The paper suggests that a problem-based approach to professional education is…

This paper reviews the history of higher education since 1945, emphasizing its rapid growth in a changing American culture which has demanded greater access to higher education. Following an introduction, part 1 focuses on the period from 1945 to 1970, characterized by explosive. It discusses veterans and equality of opportunity after the war,…

Provides an introduction and an overview of Michel Foucault's archaeology and genealogy as eligible and appropriate art educational research methods. Briefly reviews Foucault's work on subjectivity and governmentality and provides relevant samples. Discusses similar postmodernist theorists and includes a 62-item bibliography. (MJP)

Psycho-epistemology provides a framework for this study on interrelationships among teachers, subject matter, and learners. Chapter 1 presents the polemics that lead to the problem, including sections on educational divergence, the noncumulative nature of knowledge in education, the divergence of opinion regarding the "best" teaching and…

This monograph presents an overview of experiential learning from five perspectives. Following a history of experiential learning in 20th century adult education, the essay first offers a summary of the reflective constructivist view of experiential learning. The constructivist approach is taken by educators seeking to enhance the process of adult…

Maintains that the various components of philosophical inquiry (reasoning, forming concepts, translating) can serve as useful methods for art education research. Discusses four approaches to philosophical research: analytic, phenemenological, feminist, and pragmatic. Reviews examples of each drawn from recent art education literature. (MJP)

Purpose: This report seeks to address the preliminary findings from a large-scale study of the different ways in which the asynchronous discussion forum (ADF) is being used in the online learning environment. Design/methodology/approach: A conceptual approach is taken. Findings: The structural and functional variation of the ADF is depicted within…