Author discusses changing attitudes toward schooling. (MB)

This paper questions the assumption that education itself is a good undertaking. (Author)

The solution to meeting change is for education to set for itself the goal of constancy: the development of those values and goals which develop the humaneness which is innate within each human being. (Author)

Education must become the vehicle that enables people to get beyond the reactionary stage (of changing consciousness) in order to formulate the new images and bring into being the social structures that are needed in the last quarter of the twentieth century. (Author)

Distinguishes between the content and the process in teaching physics although recognizing their interdependence. Examines the objectives of college physics and describes the nature of physics courses to meet these objectives, both for the physics majors and the nonmajors. (RR)

A parable illustrating gap between professor and student. (Editor)

Outlines the methods used per the National Assessment of Education. Comments on the preliminary results of the science and citizenship tests. Reports some criticisms of the techniques used. Discusses the use of similar techniques for evaluating local school systems. (EB)

Agrees with Ralph Tyler that instructional intent can and should be precise to the extent that some desired behavioral objectives can be defined. (DE)

The author suggests that we re-examine the objective of teaching foreign language courses. In order to attain the original purpose - to broaden and enlighten the student about other peoples and cultures - we must augment the amount of language taught with more culturally oriented material. (AN)

Author has found that zeroing in on a particular tree can lead to expanding a child's interest concerning trees everywhere. (RB)