The history and importance of the Statue of Liberty is developed into a teaching unit. Background information on how and why the statue was built is given. Sample activities for classroom use are included. (DF)

Pays tribute to educator Louis E. Raths by reviewing highlights of his life, philosophy, and works. (DS)

Because many of today's issues are complex and confusing, children need opportunities and help in value development other than the traditional kinds. Describes value clarification techniques available to the teacher. (Author/DR)

Argues that developing a critical praxis for teaching the young to "read the world" involves seeing the world in more than one way, so more than one definition of "normal" exists. Suggests learning to read the world means learning to see the coexisting multiple realities in daily life and to remain aware of those outside one's immediate view.…

Fundamentalism and democracy are presented as opposing forces in a world in conflict. Fundamentalism is described both as a threat to democracy itself and also to supposedly democratic institutions such as the university. First, fundamentalism is defined in its various guises: Christian, Islamic and economic. Each of these forms is pernicious in…

It can be difficult to think of teaching critically as a social responsibility within settings that do not appear closely related to larger social values, practices, and problems. The author uses an interpretive ethnographic method to study criticality in the classroom within a job reeducation program designed to prepare laid-off factory workers…

This study investigates the attitudes and approaches to literacy in the homes of eight Chinese families settled in a region of Central Scotland. The Chinese parents in the study were interviewed at home, using the assistance of a bilingual teacher. The findings indicate that the Chinese parents have varied educational backgrounds and linguistic…

The values-in-conflict approach is emphasized as an effective method for developing student understanding of social problems. For journal availability see annotation SO 504 171. (Author/DE)

This paper introduces four categories of knowledge: "the folkways of teaching,""local mores,""private views," and "teaching expertise." The folkways of teaching describe "teaching as usual," learned and practiced in the half-conscious way in which people go about their everyday lives. Local mores…

Describes a study to determine whether instruction in general semantics would reduce ethnic prejudice in high school students and to create a course of study in general semantics which would cause a reduction of ethnic prejudice. (TO)

This special issue of the "Indiana English Journal" is devoted to such articles on literature in the classroom as "The Boys of Summer" by Saul Bachner, "Sexual Stereotypes and Persuasive Techniques in Children's Literature" by Marilyn Faulconer and Thomas Tortoriello, and teaching "Silas Marner Again" by…

Suggests classroom activities for students and teachers that expose male and female prejudices, and the values which support them. (RB)

Questions are raised concerning theories and practice of values clarification such as an apparent contradiction between relativistic attitudes and needs for cognitive dissonance. (GW)

Although traditional methods have been useful in teaching values, these methods have not resulted in deep commitments; suggests schools develop plans to instruct students in value selection. (Author/RB)

Article focuses on a project developed jointly by the St. Louis Board of Education and the Legal Aid Society of the City and County of St. Louis to provide legal education at the high school level. (Editor)