Examines the positive and negative trends characterizing the current global transformation in sociological, political, economic, psychological, and spiritual realms. Underscores the importance of an educational vision commensurate with new learning needs. (DMM)

Identifies the goals of history instruction as developing a sense of history through knowledge of human behavior; developing an empathetic feeling for the past; experiencing the past on its own terms through primary sources; using the outlook of the humanities and social sciences; and developing broad understanding and mental discipline. (DMM)

One's aims must be the same for all stages of education including early childhood education, which covers compulsory and noncompulsory education at a variety of institutions. There is a case for making all the years of early education compulsory. (JOW)

For the school to teach only procedural values, and not core values, is for the school to ignore an important responsibility and a significant dimension of the student. The self-actualizing person defined by Maslow and others provides a source of core values that can be taught to public school students. (RM)

Agrees with John Goodlad's analysis of schooling in an article in this issue but disagrees with those who maintain that parents want babysitting rather than education. (JM)

Discusses the need for new educational objectives for physical education. The range of human movement types are classified according to their degrees of spontaneity, naturalness, artificiality, and technical efficiency. The author advocates a new physical education curriculum which expands the individual capacity for movement. (AM)

Real Educational Objectives (REOs) arising from student needs are seen as tools for parents and teachers in evaluating the progress of gifted students. The difference between creative problem solving and REOs is considered, tests for measuring student progress are identified, and questions to ask for clarifying student REOs are outlined.…

Morrill and Steffy have characterized college life as opposing cultures of academics and students, both postulating educational purposes. To provoke discussion, considerations are presented as to why academics see no cultural gap and why Morrill and Steffy do not see a problem in continuing teaching with the gap. (Author/CM)

Describes the implementation of a minimum competency testing program in North Boone Senior High School in Poplar Grove (Illinois). Includes eight questions to be asked in planning for such a program. (Author/WD)

Consequences of the bicultural goal are: (1) failure to review the unreasonable goal critically; (2) prevention of standardized scores from "leaking out" to the public; (3) attempts to "interpret" evaluation results to make them palatable to the schools' critics; and (4) lack of attention to various evaluation techniques. (RL)

The Goal-Oriented Approach to Learning (GOAL), a procedure to actively involve handicapped adolescents in the mainstreaming process, was evaluated with 11 learning disabled high school students. The procedure consisted of four steps: goal setting, goal attainment scaling, selection of classroom instructional strategies, and evaluation of goal…

Challenges the doctrine that the curriculum of public education must be value-neutral. Argues that education should embrace a commitment to the highest possible level of cognitive awareness, supplemented by commitments to persons, to the enjoyment and employment of knowledge, and to community service. Recognized limitations on public education's…