Analyzes the nature and extent of the increasing interest in educational policy studies. The author recommends that joint enterprises of educational philosophy and policy (1) enlist the resources of the sociology of knowledge and (2) question the policies which educational theorists generate. For journal availability, see SO 505 716. (Author/DB)

Addresses the question of what new formulations of accountability and professional development would enable educators to be both accountable and professionally alive. (Author/IRT)

The multiple roles of art in society are theorized, including demonstrations of skill, sensuous delight, and especially as expressions of values. (LBH)

Civic virtue or obligation in America is examined from the point of view of individuals' relationships with the private associations they are part of, including traditional institutions, changing institutions, new lifestyles and communities, government, professional occupations, and religion. (MSE)

Presents the concerns and ideological agenda of Accuracy in Academia (AIA). Argues that there is a real threat that professors' rights to textbook selection are endangered by such groups. (MS)

Legal education today focuses too narrowly on the profession itself, and fails to meet the larger obligation to probe the interrelationship of love and justice as well as the development of civic virtue and a sense of public duty. (MSE)

The American concept of religion as privileged and private acknowledges that religion can be culturally significant but suppresses informed public discourse about it. The issue of religion polarizes American education, and its study is skewed at all levels of learning. Religion should be taught as a subject, not a method. (MSE)

The results of a study in which 310 undegraduate and graduate students responded to an inventory of attitudes toward aspects of higher education and a life values inventory resulted in three conclusions about the relationships between educational and life values. (MSE)

It is argued that while the value of education for wealth-creation is universally accepted, wealth can be defined as the supply of scientific knowledge, historical understanding, moral sophistication, and artistic subtlety as well as the steady supply of material goods. (MSE)

Suggests that ambiguous situations in university administration can often act to the detriment of democratic functioning, and that, in contrast, structured processes, far from impeding, can actually facilitate the democratic process. Distinguishes between malevolent and benevolent ambiguity. (DMM)

According to one trustee-executive, cooperation between the corporation and the campus is possible. He suggests that business does seek the individual, is increasingly more concerned with human and social values, and does need liberal arts graduates. (LBH)

Available from: Signs: Journal of Women in Culture and Society, University of Chicago Press, 5801 Ellis Avenue, Chicago, IL 60637. Subscriptions: $12.00 per year; $16.00 for institutions.

At one time, higher education was seen as a public good that brought value to society, but today it is perceived as a personal investment in which the public has limited interest. This essay makes the point that while many people tout the benefits of education in dollar terms, it is imperative that the more important benefits be recognized, the…

It is argued that the claim that universities should act as centres of social criticism can be justified on two grounds: the nature of intellectual inquiry and the concept of higher education. Several current sources of opposition to this view are then examined and ways in which they might be resisted are outlined. (Editor)

Recognition of the drama in political action enables us to see the stories we act out in our lives; to make our moral judgments; to discern our own inadequacies and those of others; to learn, create, invent. (Author)