Offers a pledge for teachers who would affirm their opposition to the industrialization of the schools and affirm the teacher's role as advocate on behalf of students. (Author/RH)

Analyzes and contrasts Mill's "Autobiography" and Adams'"The Education of Henry Adams" in order to present two approaches to the nature of education and of failure. Maintains that their perspectives may serve as catalysts and cautions for contemporary theories of education and its utility and relevance. (CAM)

Offered are suggestions to teachers for introducing improvisation into the classroom. Improvisational activities include movement, vocal, and related arts projects. (KC)

What started as a summer arts and crafts program in the predominantly Mexican-American lower west side of St. Paul, Minnesota, has developed into a "dropouts" school accepted into the public school system. The small school emphasizes strictness, caring, basic skills, and student responsibility. (SJL)

The author argues that education, being an ideology, is essentially conservative, while the idea of art is always radical. Art and ideology are therefore intrinsically incompatible but, rather than retreat into art for art's sake, aesthetic educators should confront ideology and promote the arts as a stimulus for social change. (Author/SJL)

The author examines aesthetic education as an ideology and considers why education through the arts has become an accepted concept during the last 20 years. (Author/SJL)

Considers the impact of Northrop Frye's work on education. Shows how Frye explores systematically the continuity of the literary tradition and the structural principles used to discuss that tradition. (RL)

Shows how Northrop Frye's approach to teaching literature, literary analysis, and literary criticism is a combination of structure and relevance. (RL)

The adult education movement following World War I and prior to World War II focused on the goal of equipping adults to govern their social and civic affairs. Various conceptions and approaches to adult civic education are described. (Author/EC)

Questions commonly held assumptions about lifelong learning. Suggests that lifelong learning should include daily-life activities of learning, doing, and being that involve cooperation with a community of friends or family rather than just formal instruction. Outlines elements of holistic lifelong learning. (SAS)

Identifies the hyperactivity of linguistic conceptual consciousness (the discursive mind) as powering instrumentalism. Explains that the practices of Zen and art can counterbalance the discursive emphasis. Explores haiku as an illustration of how this resistance may work. Recommends anchoring arts education in a foundation of intrinsic perception.…

This paper first identifies four assumptions that it argues underlie special education and then suggests there are 10 ideas that undermine special education, including: (1) structured curricula impede true learning; (2) teaching discrete skills trivializes education and ignores the whole child; (3) students must be internally motivated to learn;…

Reports on what proved to be one of the more challenging issues raised by the feedback to principles and Standards for School Mathematics: Discussion Draft and how that feedback was used to create a more effective final document. (KHR)

Considers reasons for trusting mathematics and why learning mathematics is important. Discusses cross-cultural consistency in mathematical knowledge. (KHR)

Reports on what proved to be one of the more challenging issues raised by the feedback to "Principles and Standards for School Mathematics: Discussion Draft" and how the writers used that feedback to create a more effective final document. (KHR)