To familiarize social studies educators with the variety of programs in the teaching about religions Social Education presents brief descriptions of units, courses and projects from the following: 1. Kimball High School, Royal Oak, Michigan; 2. Harriton High School of Lower Merion, Pennsylvania; 3. North Haven High School, Connecticut; 4.…

This article summarizes the Supreme Court decision upholding a New York State Statute that required local public school authorities to loan textbooks free of charge to all children residing in the district who were enrolled in public or private schools. (JH)

Presented at the 1969 NCEA Convention.

Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

Judicial ethics, giving equal consideration to everyone's claims, are not a sufficient foundation for moral education. The key to moral growth, and thus to moral education, is not cognitive reversibility but a pattern of acts of indirect communication which produce transforming images and vision. Religious education's contribution is discussed.…

Describes how the philosophical foundations of traditional African education, including oral literature, secret societies and other religious practices, served as a vehicle for intergenerational communication. Warns educational planners in contemporary Africa that a rejection of African heritage will create confusion, loss of identity, and a break…

Traces history of Catholic schools in Hawaii, focusing on missionary schools under the Monarchy, coming of religious teaching communities (beginning in 1859), organization of an Island Diocese during World War II, and end of the expansion period caused by rising costs, diminishing ratio of religious teachers, and declining enrollments. (JN)

Shares unedited responses of male and female high school students in the Archdiocese of New York to three questions: What good experience have you had in religion classes? What should be taught in religion classes? Rank the importance of prayer and worship, basic church teachings, respect for life/human sexuality, and justice/peace studies. (DMM)

Delineates three major differences in the educational philosophies of secular and religious (Judeo-Christian) secondary schools and colleges. The author argues that these philosophical differences profoundly influence the scope and emphasis of religious school education. For journal availability, see SO 509 295. (AM)

While stressing the importance of liturgical music, the author emphasizes that it should not replace general music education in parish schools, for she feels that a musically literate church congregation is critical to the future of liturgical music. (SJL)