Central values promoted in a national curricula are often uncontested (Arnot, Hopman, & Molander, 2007; Colnerud, 2004; Popkewitz, 2009). Therefore, a critical understanding of these values is crucial, as is an understanding of how students are affected by interpretations of certain values as fundamental. The aim of this study is to cast light…

In this comparative essay, the author discusses the opposing educational theories of John Dewey and Gregory Bateson. While Dewey believed that the scientific method was the dominant method of solving problems and thereby acquiring knowledge that mattered, Bateson warned that this one-sided approach would lead to actions that could destroy the…

Modern thinkers chiefly identify development with materialistic and economic factors. Education is often measured and evaluated by the same standard: its material and economic impact on the individual and society. A moral balance is recommended to this excessively materialistic perspective. It is extremely difficult to unravel the complexities of…

Attempts to delineate and show the relevance for education of some ideas espoused by recent writers in economics. These ideas form a new philosophical base which ultimately must have an effect on the educational system in the United States. (Author/RK)

Examines the effects of educational planning on developing nations. Particular reference is made to the association that educational planning and educational planners have had with formal educational institutions and to the role that planning and its practitioners have played as purveyors of the "new magic" in traditional societies.…

Discusses social issues outside science education that directly affect policies, curricula and instruction in science. The role of personal values and cultural paradigms in social change, limits to growth and the role of science education in the emerging ecological society are among the ideas discussed. (HM)

The conflict-resolution steps outlined in Arnold Burron's "Heed Community Values" article suggests an oversimplified picture of educational change. Consensus in diverse communities is elusive. Parents' rights are problematic. Conflict will continue as long as communities expect schools to resolve society's problems. Sharing…

Based on address to annual meeting, American Association of State Colleges and Universities (Washington, D.C., November 12, 1968).

Educational innovations must be re-directed toward the development of the individual student's maximum learning and problem-solving potential to meet the challenges of contemporary social change. (JH)

This book presents a three-dimensional approach to handling hostility in the school that emphasizes methods of prevention, methods of action, and methods of resolution. Chapter 1, "The Problem of Violence," discusses the problem of violence in the schools and society, and considers how violence, aggression, and hostility have affected society and…

This paper summarizes some of the considerations which have affected the Center's research directions during the first half year of operation. The focus on the individual and on how educational policy choices relate to the individual is justified by three characteristics of the years ahead. (1) The role of education in alleviating social problems…

The high-school problem is nothing new. In one of his early writings, James S. Coleman, the brilliant sociologist who later wrote the famous report on the equality of opportunity for education (the "Coleman Report") and the first study of public and private schools, identified the essential high-school problem: "our adolescents today are cut off,…

The purpose of this study was to relate the occupational psychology of high school principals to the emergent problems of urban secondary education. Research was conducted through extended personal interviews and a series of seminars on topics relevant to secondary education. Individually, the principals emerged as embattled administrators.…

In this book, a prominent spokesman for the reconstructionist theory of education explains why he sees education not only as a transmitter of culture, but also as a potentially powerful initiator of social change. The author brings the insights of many disciplines to bear on student rebellion, teachers' strikes, administrative obsolesence,…

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World…