The rationale of shared responsibility by the hierarchy and the laity for directing Catholic school and non-school religious educational programs is clearly present in the Vatican Council II documents, which state that members of the laity should be involved in all decisions affecting their lives and that appropriate structures should be…

To help combat mental retardation, 136 recommendations are made for the following: establishment by statute of a division of mental retardation, an advisory council, and a coordinating council of agencies; changes in laws governing the Arizona Children's Colony, additional public school legislation, and a study of civil and criminal law; immediate…

Intended for both parents and teachers, the book discusses the education of mentally retarded children. Part 1 considers the relationship of the teacher to the retarded child and his family, how educators can help parents, the importance of cooperation between parents and teachers, characteristics of moderately retarded children, and the question…

The historical development of First Amendment freedoms and recent events refining their interpretation, particularly in regard to religious freedom, are presented in this first of a series of three books on the Bill of Rights. The book contains primary sources dealing with freedom of conscience and religious liberty from the 17th, 18th, 19th, and…

The Currie Report, or the Report of the Commission on Education in New Zealand, which appeared in 1962, has been generating changes on a broad front within the New Zealand educational system throughout the last ten years. Eight areas of concern were identified by that Commission. The "most clamant" was the recruitment and training of…

In a study to measure, compare, and evaluate differential effects of three methods of adult religious education, three experimental groups spent 320 minutes in four discussion meetings with a trained leader and an observer, the latter recording the group Interaction Process Analysis Profile (IPA). The treatment of group I (nine persons) was…

Two sections comprise this selected bibliography on education in Israel. The first, "Current Items Section (April 1969--July 1969)," contains abstracts of documents dealing with new educational publications, foundations of education, the educational ladder, the teaching-learning process, educational frameworks, the administration of…

This teaching and resource guide contains ideas appropriate for teaching junior and senior high school students about the following religions: Hinduism, Buddhism, Confucianism, Taoism, Shintoism, Judaism, Christianity, and Islam. Individual sections discuss general approaches to teaching the religious philosophies and rituals, and exemplary…

This paper presents a "natural" method of second language learning which stresses contact with native speakers and de-emphasizes textbook learning. The method described here is that used by Baptist missions in eastern Africa to teach Bemba, but is transferrable to any language. Some of the main principles of the method are: (1) language…

There are 101 selected entries in this annotated bibliography of Egyptian materials on education published in 1975. Materials include journal articles, books, and government documents. The bibliography covers the following topics: laws and legislation, meetings and symposia, primary schools, preparatory schools, secondary schools, experimental…

The situation of U.S. Catholic colleges and universities is outlined, and the responses of 110 American Catholic college and university presidents to the Vatican's statement concerning the role and relationships of Catholic universities worldwide are synthesized. (MSE)

No extended inquiry is required to discover in this country a widespread and serious concern that education for children and young persons shall include attention to the development of ethical attitudes and practices. Examination of the writings of parents, school officials, public officials, and character-building agencies indicates that all…

Maintains that interreligious learning takes place most beneficially among people who are reasonably secure in their own relationship with God and also are comfortable with the mystery of that relationship. Argues that people with little tolerance for mystery and ambiguity will become uncomfortable with other religious experiences. (MJP)

Explicates some of the forces and realities shaping the formation of religious identity in the modern world. Identity can no longer be be constructed in isolation from others and the community at large. People also are aware that identity is constructed socially. Discusses the impact of this on Christian-Jewish relations. (MJP)

Outlines a series of components deemed essential for interfaith dialog and education: (1) productive interfaith education cannot occur in isolation; (2) interfaith education strengthens the separate faiths; and (3) these efforts should be initiated at an earlier age. Briefly addresses problems concerning curricula in religious institutions. (MJP)