Paul Hirst's concept that education is an autonomous discipline to which the theologian cannot make a contribution, even in church-related schools, is reviewed and criticized. Hirst has not made a case for excluding theologians from educational debate or the church from operating educational institutions. (IS)

Describes the history of moral and values education in the United States, highlighting concerns about indoctrination and relativism. The current strength of several approaches is assessed: directive moral education supportive of common core civic values; values clarification; and the approach based on Kohlberg's theory. (Author/CS)

As long as the First Amendment remains part of the Constitution, the adoption and implementation of publicly funded programs for religious schools will be closely scrutinized by the Supreme Court. Various legal cases and the history of church-state educational conflict are reviewed. (CJ)

The psychological and linguistic foundations of the cloze procedure are outlined, and standard approaches and terms used are reviewed. Notes are given on cloze in testing, in relation to language structure, and as a teaching device, focusing on the manipulation of the technique for a variety of purposes and situations. (MSE)

The origin, goals, and development of a clinical emphasis are reviewed, beginning with some fundamental developments in pharmacy practice and education brought about by economic, political, social, scientific, and technological forces. The challenge of fitting the desirable curriculum element into a limited program length is discussed. (MSE)

John Curwen made many contributions to music education. He taught singing through the sound of tones before students learned notation, originated a widely used system of hand signals for the tones of the scale, and emphasized a feeling for the basic beat underlying the durations of tones. (CS)

Traces the development of the informal reading inventory from its origins in the early 1900s and discusses its future as an assessment tool. (FL)

This review of applications of educational technology in U.S. military training programs from 1960 to 1980 shows how the use of various audiovisual aids led, in turn, to programed instruction, the systems approach to instructional development, and the development of the Instructional Systems Design (ISD) Model. More than 30 references are listed.…

This entire issue is devoted to the topic of how the worker-peasant is educated in China. An historical overview is provided, the concept, policies, and objectives of worker-peasant education are examined, and programs are described. The important role played by the mass media in adult education is also examined. (RM)

Historically, public schools have been expected to fulfill social, economic, and political mandates that were unrealistically optimistic. Given past and current social priorities and resources, perhaps the public expects too much from the schools. (PP)

The history of the American system of community colleges is chronicled. It is praised as a potential alternative to traditional postsecondary education in Great Britain for its combination of comprehensiveness of scope, flexibility of scheduling and offerings, accessibility, and the heterogeneity of the student body. (MSE)

Four arguments against the elitist British public school system are presented: (1) its elitism based on social and economic standing; (2) the isolation of its students from the rest of the student population; (3) political rather than academic administration; and (4) students living away from home for long periods. (MSE)

Discusses the status of college admissions and some of the forces that influenced college admissions policies during each of four three-year periods: the Sputnik Era (1957-60), the Postwar Baby Boom Era (1964-67), the "New Groups" Era (1971-74), and the Stable Enrollment Era (1978-81). (PGD)

The analysis of one curriculum reform movement shows that school programs' effectiveness is aided by a consensus both that a problem exists and that a particular solution is desirable. Other relevant factors are a focused local effort that includes teachers and the involvement of high-status special interest groups. (Author/MLF)

Contemporary arguments urging educators to return to the traditional liberal arts may be both misguided and overly simplistic. Because Western culture has undergone several felicitous intellectual revolutions (analytical, aesthetic, and professional), the modern liberal arts curriculum should reflect the agnostic, critical, perceptivist style of…