Students use New Jersey as a real and practical place to explore consistency and change in social-political trends in this program. (Editor)

Eight prominent learning theories are summarized, compared, and discussed for implications to adult learning. (MS)

Post-World War II adult civic education sought to promote citizen participation, individual development, and the creation of an aware and informed citizenry. The objectives were the creation of a public opinion able to assess critically the accomplishment of government, and citizens able to identify and solve common social problems. (Author/AG)

This paper reports two studies designed to examine the hypothesis that political participation reaches optimum levels among those groups where political trust is low and political efficacy is high. (Author/KM)

Focuses on the social functions of children's play, an activity that human beings in general create in which the person sees him or herself reflected in what is generated, which is authentic and, for the most part, presupposes equality. (Author/JM)

Examined the phenomenon by self-rejection in black children using a game-like situation with either a black or a white child as a partner. No consistent results were found to support previous findings of black self-rejection. (ST)

That a child's self-concept is more closely related to his parents' perception of him than to his parents' self-conceptions was revealed as a trend in the data gathered from both parents and children in intact nuclear families. (Author/KM)

The progressive stance of Soviet education in the 1920's, reflecting the writings of Dewey, Parkhurst, and Montessori, is related to the political and economic expediencies dictated by Bolshevism. (JH)

The reshaping of man to the Soviet ideal through education is the context within which the author considers three recent books on Soviet education--Shiela Fitzpatrick's "The Commissariat of Enlightenment"; J. J. Tomiak's "The Soviet Union"; and Jean Pennar's "Modernization and Diversity in Soviet Education." (JH)

Politicization helps produce coherent, though not necessarily mature, policy-thinking styles. The findings indicate the need to investigate policy thinking further. (Author)

Spontaneous thematic play behavior in children is investigated. Environmental prerequisites of play and possible functions of play in cognitive and personality development are discussed. Whether modelling is a prerequisite for thematic play, and the relationship between level of play and creativity test performance in children are assessed. (DP)

The relationship of democracy to the formal education of American students is examined. The author points out that schools, in teaching democracy, teach dogma without imparting much notion of practice. It is suggested that democracy cannot be taught in the classroom. What can be taught, however, is a manner of subordination. (SM)

New developments in the work practices of school Lenin halls and museums are observed. Emphasis is increasingly on the integration of these centers for ideological and political indoctrination and the educational process. (KM)

The formation of a communist world view of social awareness is a process which takes place in the prometheus'' society, an afterschool organization where political studies and regular studies are combined. (KM)

Study of regular changes in an interpersonal interaction over time, and how these changes can be related to the individual development sequences of the members of the interaction. (ST)