In this article, Derek R. Ford develops an urbanist pedagogy, a particular mode of educational praxis that arises out of -- and, more importantly, is oriented toward -- the creation of the urban, a praxis that is internal to and constitutive of urban revolt. Ford does so with the help of two thinkers who are seldom theorized together: Henri…

Noting the incompatibility of education with the organizational structure of schooling and the stagnation in the educational debate on school organization in the 1970s, this article offers new approaches to the relationship of organization and education. Both the rationalistic and mechanistic approaches are discarded in favor of concepts which…

With particular attention to West German practice, three dominant models of knowledge utilization in pedagogical theory are presented, discussed, and critiqued, leading to the proposal of three linking models which are still based on the traditional concepts, but nevertheless provide some promising perspectives. (Author/SJL)

Discusses the limits to fitting aesthetic experiences into theories of education or curricula, claiming that this often results in aesthetic alphabetization. Contrasts this to the aesthetic education possibilities in art therapy. Beginning with a statement by Hugo von Hofmannsthal, theorizes about the existence of an aesthetic self-identity. (CH)

This theoretical discussion explores pedagogical assumptions of political education in West Germany. Three major methodological orientations are discussed: the normative-ontological, empirical-analytical, and dialectical-historical. The author recounts the aims, methods, and basic presuppositions of each of these approaches. Topics discussed…

A survey of the pedagogical concepts of German adult education between 1910 and 1960 indicates affinities between the theoretical and philosophical commitment of the old adult education movement and the newly defined tasks of adult education today. (Author/BSR)

Presents a biographical profile of Heinrich Roth, a psychologist and educator who had served in the Wehrmacht's political warfare division. Roth later experienced a spiritual and professional rebirth becoming completely immersed in U.S. educational theory. He devoted the rest of his life to developing a democratically-oriented theory of learning…

Describes educational reforms as structural necessities in a differentiated system; not simply historical events or recurrent pushes of dissatisfied idealism. Stating that the current system can increase in complexity but not in excellence, the authors suggest the following distinctions be used to improve its pedagogy: system--environment,…

Presents results of exploratory 1984 survey of occupational self-image of 1,000 school principals and their influence on the "culture" of a school. Results support claim that principal's influence depends on ability to balance seemingly contradictory demands. Principals articulating problem of balance when defining their role are more…

Finds that the critical situation in foreign language teaching in German schools and universities is partly due to divergence between theory and practice, particularly in teacher training and in the failure to orient methodological innovations to actual teaching experience. (IFS/WGA)

Presents a short review of recent applications of the concept of interest in education and educational psychology. With reference to a systematic differentiation of problems and issues of pedagogically oriented research, the authors present a general concept of interest which forms the basis for a theory of the "modus operandi" of…

Reports the results of a longitudinal study of interests among 12 kindergarten children. Investigated the development and maintenance of person-object interests. (Author/JDH)

An innovative social studies teacher education program at the University of Tubingen, West Germany, is described. The problems, aims, and structure of the course of study as well as general theories of learning in West Germany are discussed and these educational phenomena are compared with their American counterparts. The paper is presented in…

Discusses the advantages of West Germany's "studienseminar" system of English teacher training. (DD)

States that political education must represent the relationship between three entities: human being (liberty), citizenship (equality), and membership (unity). Analyzes Erich Weniger's theory of political education with respect to its peculiarities and its significance for a general theory of democracy. Relates Weniger's concept to fundamental…