This pamphlet contains all the statements of the Committee of Fifteen submitted to the Faculty of Arts and Sciences and concurrently circulated within the Harvard community. The reports constitute a record of the Committee's work to June 9th under its 3 charges from the Faculty: to investigate the causes of the April crisis; to assume full…

If an institution of higher education is to function, it is necessary that all components--trustees, administration, faculty, and students--fulfill their individual responsibilities. However, students cannot fulfill their responsibilities for self-development unless they are allowed certain rights and freedoms. Any college or university can…

Students can and should be involved in curriculum committees. Greater commitment to decisions is likely to result. The involvement process used in developing curriculum might be as important in assuring effectiveness of that curriculum as is the content itself, for learning is an active process. Moreover, the answer to most of the problems that…

The three broad goals of career education--learning to live, learning to learn, and learning to make a living--should be integrated into a lifelong educational process for the prime purpose of assisting every individual to become a fully capacitated, self-motivated, self-fulfilled, contributing member of society. The "guidelines" consider the role…

Parental control of children's academic performance is discussed in terms of two perspectives in social psychology: behavioral modification and symbolic interactionism. A synthesis of the two approaches provides a multiple view of self-conceptual behavior, in which self-concept is considered a social psychological concept subject to variation…

Many of the pacemaker British infant schools possess characteristics which advocates of open education would like to see replicated in this country. But in this examination of the qualities and goals of open or "developmental" education, American educators are cautioned against oversimplifying and romanticizing developments in Britain. Educators…

This booklet is intended for use by persons participating in a "Role Identification Training Session." It lists 33 behaviors--one on each page--and gives a description and example of the behaviors as manifested by both teachers and students. Space is provided for the participant to write in examples that he has observed of these behaviors.…

Using specific examples, the author discusses how the Chinese educators link theory with practice in order to associate education with the three great revolutionary motive forces--the class struggle, the drive towards productivity, and scientific experimentation. (Author/RM)

After a discussion of the literature on the nature of authority, the character of authority between teacher and student within the classrooms in four desegregated junior high schools is explored. (Author/MC)

Student activism in the sixties opened paths for formal student participation on university decision-making councils. But it has been a hollow victory. The reason for this and other developments affecting student power are discussed by three California experts in higher education. (Editor)

A study was conducted at a school of social work to determine the effectiveness of student decisions compared to faculty admissions decisions. Faculty predicted the performance of applicants they rated more successfully than did students. Clearly-determined admission criteria are needed to predict student performance. (SW)

Reveals a researched and developed news story regarding radiation at the United States Embassy in Moscow by two student journalists that scooped the professional news media. (MB)

Discusses, editorially, the role of formal education in developing understanding and knowledge to enable people to live successful lives. (SL)

Describes the role of the undergraduate course assistant as an integral part of the design strategy for an introductory educational psychology course at Purdue University. (Author)

Aspects to be considered in planning to teach student rights and responsibilities in the business law course are discussed. Topics that might be included (e.g., the right to public education, freedom of expression, student publications, dress codes, patriotism and religion, search and seizure) are suggested for adding relevance to the course. (TA)