The politicizing of public schools has good and bad results. In Philadelphia two politicians, Sheed and Dilworth, used politics to reform the educational system. The reforms were generally beneficial. (MF)

Attempts to persuade students that government is ever benevolent are self-defeating; civic education and problem solving suggestions are made. (MF)

The accumulated evidence of this paper suggests that sex aggression is largely the consequence of a particular type of socialization coupled with appropriate situational factors. These males tend to be generally aggressive; they show a strong tendency to deny love feeling for their mothers; their peers tend to stress sexual activity. (Author/BY)

Martin examines the exclusion of women from philosophy of education both as subjects who have written about education and as objects of educational study and thought. She traces this exclusion from a misunderstanding of Plato, Rousseau, and Pestalozzi and builds a critique of the concepts of education, liberal education, and teaching. (Author/SK)

Four seven- to ten-year-old boys with autistic behavior were examined with behavioral and observational measures in a peer mediated training, an integrated generalization assessment, and a segregated generalization assessment setting. Results favored the developmentally integrated condition for increases of positive social behaviors. (Author/MC)

A study which examined the roles played by the family and the school in the political socialization of the Turkish bureaucratic elite revealed that the Turkish bureaucrat is not a direct recipient of values from his parents. An elitist attitude is usually acquired through direct socialization at school. (RM)

Described are the translation, cultural modifications, and field testing of the Social Learning Curriculum, by H. Goldstein, for use with mentally retarded children in the Republic of China (Taiwan). (MC)

Hungarian research on political socialization is reviewed. The research is analyzed in terms of how the concept of political socialization is interpreted, the problems of interpreting political socialization, and the problems of judging the political socialization of youth. (AM)

Suggests guidelines on how media can be used by religious educators and others in fostering youth's personal integrity while helping to socialize them into the religious culture. The accent is on the dynamics of the process of religious socialization rather than on specific media. Fourteen references are listed. (Author/LLS)