Described are the results of a formal reasoning test taken by both Japanese and American students. The most likely reasons for the difference between test score results are discussed. Japan's "hands-on" and group inquiry-oriented curriculum approach is cited as one difference. (KR)

Contends that recent changes in the South African school curriculum are intended to preserve racial separateness rather than to bring about an integrated society. Distinguishes between the concepts of "own" culture versus "common" culture in examining multiculturalism in South Africa. Provides a set of recommendations for…

Provides a reaction by three economic educators to an article by Raymond C. Miller calling for the elimination of economics. Contends that traditional economics does not necessarily lead to the degradation of the environment. Argues that economics should not promote any set of social values. (CFR)

Supports the arguments in the author's earlier article in which he calls for ending the teaching of economics. Maintains that criticism of his views are based on faulty understanding of neoclassical economics. Concludes that economics cannot be value-free, and environmental concerns must be addressed in economics and social studies education. (CFR)

Reports observations of Germany's teacher education programs by an Irish teacher educator. Describes lessons on curriculum design and planning instruction. Contends that German teachers believe that education should develop self-confident, knowledgeable students who will be active participants in a democratic society. (CFR)

Provides an introduction to the German educational theory of didaktik. Didaktik emphasizes critical thinking incorporated into content instruction. Although originally developed in the 19th century, didaktik has enjoyed renewed popularity within the last 10 years. Discusses the history of the theory and its impact on U.S. pedagogy. (MJP)

Introduces the symposium on arts integration in other countries. Provides brief summaries of the papers included and biographical information on the authors. Authors include Andre Karpati and Emil Gaul on Hungary, Shifra Schonman writing from Israel, Gary E. McPherson discussing Australia, and David Best on England. (MJP)

Contends that the division between the science and humanities inhibit the use of qualitative research in Australian college-level geography instruction. Argues that qualitative methods might be more acceptable in cultural and historical geography. Suggests that philosophy courses or foundations courses in the humanities and social sciences might…

Examines the catalog descriptions of 42 undergraduate psychology programs in North Carolina. Reveals that minimum introductory and methodological requirements consists of one-term introductory, statistics, and experimental design courses. A required integrated experience was most often a history and systems course or senior seminar. This is…

Sixteen participants in the 1993 Fulbright Hays Seminar Abroad Program present curriculum projects that focus on tradition and transformation in China. The curriculum projects highlight the diversity of interests and disciplines of the participants and offer ideas for various educational levels. The projects include: (1) "Beijing…

Asserts that the primary goal of economics education is to help students understand the economic world around them and make more informed personal and social decisions. Reviews comparative studies of economic education and student achievement in the United States, Japan, Germany, Austria, Australia, and the United Kingdom. (CFR)

Taking the premise that curriculum design embraces the historical introduction of "order" into schooling, this paper considers theories of curriculum order since the 16th century. Calvinist social discipline brought a curriculum of schooling to be followed and to be completed as well. Peter Ramus, a 16th century professor, reshaped…

Presents a crucial German essay, originally published in 1958, that defined and introduced didaktik to a new generation of educators. In this incarnation, didaktik represents an educational approach that incorporates critical thinking (as defined by Adorno and Habermas) into both content and instruction. Briefly outlines the essentials of didactic…

The report presents results of two seminars, held in Miami (Florida) and Cambridge (England), in which representatives of two groups, The European Association for International Education and the National Association for Foreign Student Affairs: Association of International Educators, met for intensive discussion of the methods for and design of…