Differentiates between utopian societies and their opposite, anti-utopias. Cites literary works which refer to the relationships between utopias and technology. Provides a bibliography of works cited as well as secondary sources. (TW)

Describes power structure of corporations functioning under Theory W in which single leaders, in partnership with trusted followers, achieve corporate success. Basis of this industrial structure is attributed to social and developmental structures of prehistoric man and city states. Dimensions of W, X, Y, and Z theories are discussed. (MBR)

Recent national reports on educational reform are manifestations of capitalist and state influence but such pressure does not guarantee reform enactment. The contradictory nature of the school's position in a democratic capitalistic state and teachers' and students' resistance to reform offer an opportunity to challenge dominant ideology and…

Buckminster Fuller looks at the world before 5,000,000 B.C., in 1900, in 1975 and in 2000 A.D. (RW)

Education scholars of the past three decades have written extensively on the theoretical aspects of democracy, freedom and equality, stressing the methods of experimental inquiry for testing, reconstructing, and extending democratic beliefs. (MB)

Puts forth the notion that the extent to which there are validly alternative realities which exist, either within the same culture or between cultures, there exist the opportunity and the necessity for the construction of disciplines for capturing, examining, communicating, and preserving that reality. (Author/AM)

On March 11-12, 2006 the FPRI's Marvin Wachman Fund for International Education hosted 44 teachers from 16 states across the country for a weekend of discussion on teaching about India. Sessions included: (1) Why It's Important to Know about India (Ainslie T. Embree); (2) Early Indian History (Richard H. Davis); (3) Modern Indian History (Marc…

Discusses the implications of a society devised according to Skinner's Behavior Modification Theory. (SB)

Alternatives to the capitalistic Western model of develoment are suggested. Three problems afflicting Western society--alienation, resource exploitation, and eviornmental stability--are discussed and a model which advocates both political and technological change is proposed. (SM)

The Crisis'' in education seen by many educators, writers, and organizations is refuted and successes under socialist systems is emphasized. (JB)

Drawing on examples and evidence from social science research on the diffusion of ideas, social movements, and several other related fields, nine propositions dealing with the interrelationships between social structure and social change are explored. (Author/MB)

Four mechanisms of social control are analyzed in relationship to a typology of school staffs which in several respects resemble primary groups. Findings suggest the co-variation of structures of colleague relations and colleague social controls in elementary schools. (Author)

The elements of his descriptive diagnosis of today's social, intellectual, and educational scene are: semantic confusion in social relations, resistance to authority, fear of new discoveries, impatience with experience, utopianism, and the suspicion that learning itself is repressive. (SE)