A curriculum is a perspective: it gives view to human knowledge, values, and skills. It imposes discipline because it presumes to create a plan or a structure for seeking and recognizing and valuing experience. (Author/IRT)

Contends that increased coverage of certain sports has led to increased ritualization and professionalism of amateur sports thereby undermining intrinsic participation motivations and satisfactions. (MH)

Suggests that societal change occurs more rapidly than dependable developmental research findings emerge. The research establishment in developmental psychology is examined to determine aspects which affect the ability of the system to produce better results faster. (BRT)

Argues that the questioning and answering interaction provides a setting whereby adults can socialize naive children into communal views of reality. It is suggested, however, that this tradition acts both as a brake and as a springboard to the acquisition of new knowledge. (MS)

Analyzes a national sample of youth, aged 15-16, to explain the existence of sizable racial differences in the prevalence and timing of premarital sexual behavior. Reports that the best explanation is contextual, based on differences in subgroups or norms. Identifies some attitudinal differences between whites, blacks, and blacks in racially…

Reports a study which elicited images of Christmas from 22 nine and ten-year-old British children. The children were presented with information regarding Christmas in New Zealand and asked to use their imaginations to create cards appropriate to that country. Includes quotes showing the children's reasoning and raises questions regarding the…

Reexamines Froebel's philosophical viewpoints on children's social development in light of the significance of social forces, children's deliberate imitation of each other during play, and parent roles. Illustrates Froebel's theories on the social aspect of learning with two observations recorded by his co-workers and one letter written by Froebel…

The sustained altruism of volunteers at a telephone crisis-counseling agency was examined. The rate of sustained altruism of normative volunteers in highly cohesive training groups was increased to a level comparable to that of autonomous volunteers, while the altruism of autonomous volunteers was not affected by the training group experience.…

Examined the frequency with which men and women anticipated disclosure of information in four topic areas: parental, achievement, sexual, and global. Findings indicate that men predicted more negative ramifications for all topics than women, while women predicted more positive ramifications than men. (Author/ABB)

Vocational realism is discussed as it relates to women in our changing society. A distinction is made between status quo realism and self-actualizing realism. (Author/ABB)

Focuses on the difference in political efficacy found between black and white pre-adults. Suggests that the racial difference in feelings of political effectiveness is due to intelligence which, in turn, is basically a function of the social and economic environment. Suggests that intelligence may play a significant role in the political…

Presents a method for socializing trainees into the learning environment, including a model of organizational socialization, applications in training, and instruments for assessing socialization. (SK)

The article reviews the literature and identifies issues in the lives of LD adults, including socialization, vocational adjustment, and education/training. Implications for future research and programing are noted, including research on skill demands in postsecondary education and programs offering career and vocational education to school-aged LD…

Examined the relationship between racial attitudes of 100 Black and 100 White pairs of fathers and sons who indicated their racial attitudes on a questionnaire. Findings indicated a relationship between father and son attitudes in the White sample, but Black families appear less influential in socialization. (BH)

Reviews arguments concerning method, content, and intention as the defining features of indoctrination. Concludes that the entire debate is misconceived because it does not focus on learner experience. Urges consideration and discussion of two varieties of indoctrination--intentional and unintentional. (DMM)