Article criticizes the ill-conceived nostrums of the educational engineer and focuses on "opening-up" the learner rather than having him "shape-up" to presumed contingencies that are to come. (Author/RK)

Proper supervision has been a concern of those responsible for education for many years. The 100-year-old definition used here may help us gain some insights regarding our sophistication and/or needs in the important area of supervision. (Editor/RK)

Suggests that the notion of ego development provides the educator with a conceptual framework for viewing the affective and cognitive domains as they exist in the wholeness of the real world. Compares theories of Loevinger, Piaget, and Kohlberg. Concludes that it is impossible to speak objectively about "truth." (Author/BRR)

Discussed the expansion of perceptual learning and the thought processes that relate our ideas. (RK)

A combination of affective and cognitive learning, a flexibility to change as society changes - these should be what schooling results in, says a top Red Cross official. She describes some volunteer programs for youth that can help schools extend education beyond the classroom. (Editor)

Author attempted to spell out the consequences of certain directions in contemporary ethical theory for the teaching of values--moral or otherwise--and to indicate a course of pedagogical action consistent with these consequences. (Author/RK)

NASSP's "This We Believe: Secondary Schools in a Changing Society" is acclaimed by many as one of the most perceptive studies ever published on secondary education. Because of its popularity the editors of the "Bulletin" present an outline of the study's central themes. (Editor/RK)

Although many private Christian liberal arts programs exist today that seek to foster servant-leader (SL) development within their students, there is a void of both literature and data that details how servant-leadership development occurs and what contexts may be appropriate or necessary for this development. The purpose of this study was to…

Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that…

This chapter reiterates the need for attention to the journey of self-authorship and suggests next steps for institutions and educators.

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…

Teacher considered the part pleasure plays in education and the teacher's responsibility in helping students realize that pleasure. (RK)

In this article science kits were considered as units developed to encourage children to become actively involved in learning through the testing and investigation of a variety of materials. (Author/RK)

If higher education findsitself at a critical moment, it is because it has allowed self-understanding to become a matter of private concern. By concentrating almost exclusively on the acquisition of knowledge for instrumental purposes, education has lost its original goals. (Author)

A symposium, organized by the Spanish government under the auspices of the Council of Europe's Council for Cultural Cooperation, afforded an opportunity to discuss educational problems that focused on the pedagogical continuity between compulsory and post-compulsory education. (Author/RK)