Describes how the textile mills established in Lowell, Massachusetts, during the 1820s served as showplaces for American industrial progress and reformist social values. Their utopian purpose was to demonstrate that good working conditions could reinforce desirable moral values in the mill workers. (AM)

Aspects of Dewey's philosophy are analyzed and compared to those of Marx to demonstrate their similarities. Dewey's social and political philosophy is clarified by showing its radical phases, and his reasons for rejecting revolution are examined from his own point of view. (JMF)

Redesigning education to recreate an ecologically sustainable community is a critical societal need. Educators should focus not on technological fixes, but on formulating new cultural assumptions. As Wendell Berry realized, genuine improvement will begin only in the country. Rural schools should stop emulating urban and suburban schools and attend…

Much of what later became industrial arts originated with the early kindergarten, based on the principles of Froebel as an educational response to economic hardship and social unrest. Emphasis was on activity and social learning, on teaching children how to work and fostering allegiance to the social system. (SK)

Suggests a definition for the concept of remoteness and explores how it may change within the context of the emerging information-based society. Considers remoteness in terms of geographic space and information space. Explains that the postindustrial age has created conditions for the emergence of a new form of disadvantage based on access to…

Discusses the need for theory in the field of distance education, reviews several traditional theoretical approaches, and describes a new theory called Equivalency Theory that incorporates telecommunications. Compares theories of independence and autonomy, industrialization of teaching, and interaction and communication. (LRW)

Discusses distance education and the need for an accepted theory. Highlights include theories of independent study; theory of industrialization of teaching; theory of interaction and communication; and equivalency theory that is based on local control, personalized instruction, and telecommunications. (LRW)

Rapid economic growth and improving living standards have benefited almost all regions of the world since the industrial revolution. Africa stands out as one regional exception. While several factors such as civil wars and rampant corruption have been associated with poor economic performance of the African region in the international community,…

This curriculum unit is intended for use in high school social studies, technology education, science classes, and in some career guidance classes. The lesson plans and activities are to help teachers present a comprehensive unit on manufacturing to their students. Activities provide hands-on, problem-solving, and cooperative work experiences.…

This annual publication presents perspectives on development education from developing nations or "Southern" countries. The following articles are included: "Development Education: Education Beyond Labels" (P. Christenson); "Synthesis and Reflections of Annual '90/91" (J. Sommer); "Creating the World in Our Own…

The interrelationship between family and society was analyzed using family needs and institutionalized linkage mechanisms. Results suggest most European countries, divided into industrialized and developing and categorized into high versus low levels of "familism," fall into "high family welfare-high family needs" and "low family welfare-low…

The paper compares two philosophical models of vocationalism: (1) the social efficiency approach, and (2) progressive reform and Dewey's philosophy. (BP)

The Americas conventionally are divided into two continents, North and South America, with the place of demarcation at the border between Panama and Colombia. Yet a generation of students is growing up with the broad but imprecise term Latin America, referring to all of those countries south of the United States, while North America has come to…

This study unit, one in a series of eight, gives students examples of: (1) how a major business began in the mid-nineteenth century; (2) why and how individuals joined in financing and sharing in the growth of such a firm; and (3) how trademarks and brand names were adopted as a symbol that a firm stood behind and took pride in its goods and…