Reviews the nature of fascism as it arose in Europe between World Wars I and II. Examines the nature of 'proto-fascist' trends in the United States during the 1920s and 1930s, and offers some tentative conclusions as to why the trend failed to achieve greater strength. (JDH)

Article consists of an examination of the political controversy which arose in the state of Maharashtra when a plan for "educational development" was put forward for public consideration by the state cabinet in April 1968. (Author)

The role played by history and social studies teachers in the educational and upbringing process is reviewed. Teaching techniques adopted in 1972 are analyzed and changes in syllabuses are noted. (KM)

The role of the history teacher in the Komsomol organization is essential in conducting mass political work, political education, the school radio, the school Knowledge'' Society, and the study of the history of the local Komsomol. (KM)

Introduction to profiles of some community schools -- places where the education of children and the activities of a community occur either alternately or simultaneously. (Author)

This study examines the reasons why political attitudes change and the social and cultural factors influencing those attitudes. (JB)

Analyzes the machismo syndrome of middle class literature by Dickey and Mailer against the principles of Marxist criticism. Comment by Sol Yurick. (RB)

Asserts that it is time to clarify one's personal differences with and differentiation from those who use similar methodologies and rise by similar expertise, and time to examine one's own exploitation and one's cooperation with those who exploit the masses of Americans. (RJ)

Data from a sample of UCLA students indicate that demonstrators are much more involved in conventional party politics than non-demonstrating respondents; the notion that student activism constitutes structurally isolated and noninstrumental behavior seems not to be supported. (Author/JB)

A study to determine the variables affecting an individual's political participation in his lifetime reveals that organizational involvement is the best predictor. (JB)

Examines the hazards of teaching school children to have unquestioning trust in the government and its leaders. Suggests that students should be taught the actual rather than an idealized mechanism version of the American politics, and also the importance of the democratic citizen as both supporter and critic of the system. (MK)

Discusses the role of general and technical education in forming the Soviet citizen, and is directed to past performances and future directions of Soviet education. Special concern is given to the function that educational science can have on improving education. (CB)