This paper makes a case for the existence and study of the wisdom of practice by looking at educational practitioners' concepts as its locus and source. (These concepts may also be described as the accumulated "folk wisdom" of the teaching community). These communal concepts, part of an accumulated lore regarding teaching and education…

Today's vocational education program can be traced to basic principles established during the formative period of vocational education. Although the implementation of vocational education may change, basic principles continue to stand. Four points of view, randomly selected from the past 200 years, which seem to be present in vocational education…

Reconciling large-scale use of common materials with the unique nature of each classroom grouping is the central problem of the curriculum developer. Certain generally applicable educational principles can aid in coping with these problems when coupled with empirical testing of all materials with children and/or teachers. But, the payoff of…

This document on performance-based teacher education (PBTE), issued two years after the first publication of AACTE's Committee on PBTE, represents an attempt to clarify key concepts and terminology, call attention to significant potentialities and problems, and suggest future action. Chapter I is a brief introduction. In Chapter II, the committee…

Following the general conference theme of "Education for Solidarity," this report describes the educational principle and framework within the Kibbutz. The "Mossad" or Community School shelters the Kibbutz child and supervises his development from 12 to 18. The great formative factors, as seen by the Kibbutz, are communal…

This paper presents a conceptual model for the purpose of specifying major educational components and their relationship. The initial stage of building this theoretical framework for education includes the clarification of three terms: curriculum, instruction, and learning outcomes. The next section deals with constructs embodied by each of the…

An analysis of the educational system of China, which is designed to combine theoretical and practical knowledge, is presented. The basic principles of this system and new developments which have occurred since the Cultural Revolution are discussed. (EC)

Argues that we can formulate a unifying principle for the public school in a fragmented, pluralistic society. Addresses itself to three topics: 1) the need for a unifying principle, 2) the formulation of a principle for which a maximum consensus can be claimed, and 3) a common curriculum that would implement the principle. (Author/RK)

These three articles respond to and clarify "Rationality and Ideology" (Educational Theory v37 n2 Spr 1987). Cato points to weaknesses in the theory that rationality transcends prior ideological commitments. Selman addresses the question of whether or not philosophers of education are removed from practical considerations and examines…

A Swedish conception of didactics is proposed; its crucial elements are the what and how of teaching and the common base of values and knowledge that determines the what, the how, and their relation. This base is the rationale of the content and form of teaching, and is the object of didactics as a field within educational research. (SLD)

Describes the development of an inventory to measure educational value orientations. The inventory assesses whether teachers favor disciplinary mastery, social reconstruction, learning process, self-actualization, or ecological validity as the most important outcome of education. (GEA)

Offers a brief history of humanism and five educational principles that are relevant to teaching sociology. Demonstrates the importance of these principles by describing several undergraduate sociology courses and discussing the teaching profession. (Author/BSR)

Discusses an educational controversy between classicists and experimentalists over the educational needs of a democracy. Begins in the 1930s with the Robert Hutchins-John Dewey debate. Compares the educational ideas of Alexander Mieklejohn, the most progressive classicist, to those of Dewey, the undisputed leader of the experimentalists. (AYC)

Describes in detail 15 principles of instructional value that underlie humanistic approaches to education to clarify the conceptual basis of such approaches. (Author)

Reports on an innovative program for providing daily 10-minute Latin classes to 12,000 fourth-, fifth-, and sixth-grade students in the Philadelphia (Pennsylvania) School District. Describes a typical class, objectives of the program, and the instructional principles followed. (PGD)