Identifies and discusses specific components of Maria Montessori's educational philosophy and considers what computer based instruction (CBE) might imply for each. Experiences in initiating a CBE program in a first-grade Montessori classroom are also provided. (JN)

Describes an educational model designed to (1) determine consumer needs and interests of the elderly, (2) determine appropriate educational methodology for the elderly, and (3) develop a low-cost dissemination and teaching method. (CT)

The article examines the services offered by the disciplines of special education and vocational education and proposes a variety of roles each can perform in the delivery of the most effective combination of career programing options to the handicapped adolescent. (SB)

The importance of arts education for gifted students is discussed, and the terms creative, aesthetic, and artistic are defined. Four suggestions for encouraging artistic talent, including establishing a resource file of master artists and arts institutions, are presented. (CL)

Argument exists as to the degree that education fits the criteria of a science. The scientific method cannot be applied to education since it has not developed a consistent set of concepts and theories as demonstrated within the natural sciences. (JN)

Discusses the controversy over the use of technocratic or humanistic instructional delivery systems in the classroom, pointing out that both are essential for effective education and may occur simultaneously in the same classroom. Defines the qualities of technology and humanism in the instructional environment. (MF)

Includes 387 citations related to aesthetic education arranged as follows: leading thinkers on aesthetic education, role of the humanities in modeling aesthetic education, goals and theories, content at different educational levels, aesthetic education methods, creativity, out-of-school facilities, current trends and debates in cultural policy,…

The importance of nonformal education in integrated rural development is examined in light of the differences between formal, informal, and nonformal education, with the conclusion that the objectives of nonformal education and their relationship to the rural poor support the argument for a curriculum for nonformal education in the arena. (LAS)

This discussion of problem-based learning (PBL) first describes well-structured and ill-structured problems and then offers a systematic process for finding potential PBL topics. The process involves constructing brainstorming maps to explore potential PBL units and then designing the student's role, the situation the student meets at the unit's…

Bilingual/bicultural (Bi/Bi) programs for children who are deaf are usually delivered via either transitional or maintenance models. Transitional models use the native language to teach a second language, whereas maintenance models teach and use both languages throughout the school day. There is a need for research into the effectiveness of BiBi…

Explores the challenge presented by the exercise of memory, through oral history, as an historical method. Notes the use of historical data generated by memory projects. Concludes that memory recollection, as a historical medium, can be a resource for bearing witness to history's power to shape lives as individuals experience it. (KDR)

Describes an undergraduate sociology course that taught qualitative and quantitative data analysis. Focuses on two students and how they dealt with and overcame anxiety issues, subsequently achieving higher levels of learning and new learning strategies. (KDR)

This article compares two educational approaches, intensive-explicit instruction and constructivist instruction, considering how both can affect instruction for students with disabilities. It concludes by urging the integration of these two approaches, possibly by using models focused on the transformation of explicit knowledge into tacit…

Discusses the origins and nature of the phenomenological approach to the study of religion. Examines the way in which this approach has become accepted as a suitable methodology for religious education. Argues that certain features of this approach are untenable in the light of recent work in the philosophy of language and mind. (CAJ)