The pressure to publish or perish has become intense, not only for untenured faculty but even for graduate students. Students need time to read, discuss, listen, and think. Both psychology as a field and society as a whole would be better served by thoughtful relevance than by rushed publication. (CS)

Briefly discusses the nature, objectives, and content of the multicultural curriculum in England. (MP)

Examines Aristotle's conception of childhood in relation to the creation of the ideal community. According to Aristotle, children are incompletely developed, so the goal of education should be to help children outgrow their original, animal-like natures so that they will find happiness as adults in rational behavior. (AM)

The most critical elements of any nursing curriculum are the philosophy, objectives, conceptual framework, and level objectives. All aspects of each of these elements need to be systematically organized and carefully articulated to provide a firm foundation upon which a curriculum can be developed. (Author)

Critically reviews the preceding article by Lapointe and Koffler. Suggests that many of these authors' recommendations for program improvement need qualification. (GC)

Discusses how Polanyi's epistemological theories reaffirm the educational value of tacit knowledge and intuitive learning. The author argues that the objectives of music education emphasize the development of measurable skills over intuitive, affective kinds of learning. Six instructional principles for enhancing tacit knowledge in music education…

Evaluates John Ramage's approach to teaching college literary criticism. According to Ramage the fundamental curricular goal is to enhance and intensify the student's literary experience and to provide him/her with tools to reflect on it. Ramage's technique is compared with the technique of Alan C. Purves. (AM)

Outlines a reconstructionist rationale and focuses attention on the need for a philosophy of education to embody a theory of social criticism. It also emphasizes the importance of an interdisciplinary analysis of major social issues, especially in terms of their economic dimension, and attempts to define the purpose and role of social educators…

The purpose of this paper is to show that "freedom" properly understood cannot be an aim or an ideal of education, and that when educators talk of "freedom" as an aim or ideal of education, they usually have in mind the development of autonomy. (Author)

Outlines a series of practical goals for secondary economics education in Canada. Economic education should ask more analytic questions. (RM)

Attempts to unravel some of the confusion which has arisen over theoretical and actual freedom at A.S. Neill's alternative school in England, Summerhill. An overview of the topic of freedom is offered, based on contrasting theories of freedom in "On Being Free," by Firthjof Bergmann (University of Notre Dame Press, 1977). (DB)

Presented is a statement on the essentials of education which has been endorsed by a number of professional associations. It embodies the collective concern of the endorsing associations and expresses their call for a renewed commitment to a more complete and more fulfilling education for all. (Author/KC)

The author presents a step by step approach based on an aims and objectives scheme for teaching special education children. A school project using the procedures is described and a case study is given to illustrate the procedures and make further comparisons with the proposed aims and objectives scheme. (SBH)

Points out that the fundamental and unifying activity of those who work in the information field--and the basic social value of the information profession--is the facilitation of the utilization of records. Thus, the training of the information professional should emphasize three concepts: records, utilization, and facilitation. (Author)

This article defines what mastery learning is, examines how it works, and indicates how well it works. (JD)