This article presents a discussion of the political socialization literature and findings from two English studies on the child's developing concept of leadership. Findings challenge the concept of democracy in school systems where all authority relations are based upon "constraint." (Author/SJL)

Four justifications for liberal education are examined: the content of liberal education is of intrinsic value; liberal education provides the most effective means of achieving personal goals; liberal education provides a basic understanding of the world; and the most useful preparation for any career is not narrow job-training. (MLW)

The theoretical framework proposed here treats political alienation as a normal outcome of the incompatability between egalitarian goals and social inequalities in democratic systems. The framework is applied to the role of education in the United States, a stable democracy, and in West Germany, an emergent democracy. (Author/SJL)

The radical implication and conservative influence of Dewey's work as a sophisticated feminist theory is discussed using three aspects of his thought: his understanding of school as a "public" institution; the designation of morality as a "force" in the world; and his linkage of the concepts of freedom and service. (Author/SJL)

Schools need to identify the specific skills, knowledge, and attitudes which characterize an effective member of a democratic society and provide instruction for these qualities. Basic qualities of the effective democratic citizen include skills in clarifying personal values and knowledge of the available resources for learning. (JN)

A truly balanced institution of liberal learning requires that socially useful information be broadly defined in order to safeguard academic freedom and foster the goals of a social democracy. (CJ)

The issue in West Virginia's censorship controversy is clear. Parents feared democratic freedom of choice and wanted their children taught to be idealogical carbon copies of themselves. But the parents themselves may not be to blame. They too are products of authoritarian, no-think schools in which orthodoxy went unchallenged. (Author/SJL)

Discusses the Council of Europe's master plan for education, culture, and sports for the period 1976-80. Educational objectives include equal opportunity, cultural cooperation, increased educational effectiveness, and promotion of European culture in a world setting. (Author/DB)

The development of John Dewey's philosophy of education during the 1930's depression is examined. (JD)

Teacher education should produce teachers capable of facilitating the development of humane people, working for individual self-fulfillment, giving priority to the needs and purposes of the learner, and developing respect for and skills to participate in a democratic society. (MB)

Several pilot studies designed to stimulate moral thinking in classroom settings were discussed. Each offered a primary objective of the stimulation of mature moral thought and action. (Author/RK)

A deep concern is expressed that many Americans are losing, or no longer have, an understanding and acceptance of the role and effectiveness of the free public school, and of its importance in the preservation of our way of life. (Author/MLF)

Renewing and democratizing education are central educational problems in developing nations. The author explores types of non-formal alternative education which can effectively be used in conjunction with formal schooling. (Author/DB)

The challenge of educating a committed citizenry is to change the societal and university paradigm from a strategy of competitiveness to one of collaboration, from a perspective of scarcity to one of sufficiency and inclusion, and from a search for expedient solutions to one that engages and commits to values and a way of life. (Author/MSE)