Considered the Latin American experience with aid from the United States and many of the practices and philosophy of U.S. higher education that were accepted by important Latin American universities. (Editor/RK)

Author criticizes the educational reformers who, through changes that they advocate in the college classroom, would like to execute a significant radical gesture calculated to shake the entire American system." (Author/DR)

This study is an attempt to develop a picture of student activists who can be considered prerevolutionaries and whose attitudes revolve to a great extent around their idealism. Speculations about the radicalization process are also discussed. (Author/MB)

Reflects on the impact of the broad values that motivated Mina Shaughnessy's work and life. Characterizes three of her beliefs--that teaching makes a difference, that the individual is important, and that literacy is power--and expands on their importance. (RL)

The dimensions of the "literacy crisis" go beyond why students can't write to why their parents, teachers, and community leaders can't communicate. Solutions to the problem require complete reevaluation of the relationships between writing and the individual. (MSE)

Concludes that raising awareness of dominance does not necessarily imply the dismissal of dominant group values. States that what is needed is a critical analysis of the complexity, subtlety, and systemic interrelatedness and embeddedness of dominant beliefs, values, and standards in western, democratic societies. (DAJ)

College student interpretation of the messages conveyed by the formal examination process are discussed. It is proposed that while students will most often interpret the spaces, props, equipment, and people involved in examinations as they were intended, sometimes the message is misinterpreted or challenged, making it dysfunctional. (MSE)

Managing research risks, the growth in regulation of the processes and products of research, acceptable degrees of risk to the public health and safety, and the right of individuals to be recompensed for injury caused by products or processes are discussed. (MLW)

This article argues that, in the United Kingdom, the discussion of quality in higher education reflects a conceptual confusion and is generating practical consequences that may be catastrophic for higher education. A distinction is made between two approaches to policy concerning quality, based on selection of appropriate ethical standards. (MSE)

Recently, higher education policy and practice has become dominated by materialism, individualism, and competitiveness, at the expense of attention to the affective aspect of student development and, in a broader perspective, to the emotional and spiritual divisions that threaten humanity. Higher education can and should be more constructive. (MSE)

"Politically correct" outlooks are to be neither wholly accepted nor wholly rejected; they are to be learned from. The self-scrutiny bred by concern about political correctness is an important part of the university tradition; and without it, colleges could not experience their current growing diversity. (MSE)

Addresses conceptual problems that teachers face in addressing racial and multicultural issues. Identifies the problem of determining criteria to use for students and their own enterprises. Explores the roles of educational, social, and psychological values and the aims of multiculturalism. Examines the meanings of race and culture and the dangers…

Current social, racial, and economic conditions in the United States are viewed as creating opportunities to undermine democratic values. A historical consciousness that acknowledges different interpretations of the past is seen as a prerequisite for maintenance of democracy. (MSE)

"Intellectual community" as commonly used is based on a notion of intellectual commonality. However, the liberal arts college has become more diverse. Until higher education can offer some models for combining the values of diversity, it ought not to promote the conventional ideal of intellectual community, which favors some values over…

Criticizes Hugh Lacey's separation of cognitive values and social values in discussions of the nature of science. Claims that attempting to distinguish between cognitive and social ignores crucial complexities in the development and use of knowledge. Proposes that the proper distinction be between legitimate and illegitimate reasons in science as…