This chapter attempts to survey contemporary debates and research on outcomes of schooling that have been grouped together under the convenient label "nonacademic". This is not an affirmative labeling. As the nomenclature indicates, it is not a label that groups together things that share like properties. Rather, this is a label of…

A philosophical and pragmatic critique is offered of the pedagogical dilemmas confronting the educational establishment. It is argued that higher education institutions at present have no clear idea of what a liberal arts education ought to accomplish, what its scope ought to be, and how its goals ought to be reached. The academic community is…

School and government officials, system administrators and other policymakers offer a variety of reasons for engaging in high stakes testing: to monitor student performance, to measure teacher and/or school effectiveness, to ensure accountability, etc. Some of these reasons are good; others not. But the best reason--one that is never offered,…