Interpretation of the establishment clause of the Constitution and its application to statutes challenged by the United States Supreme Court has followed two distinct paths--one embracing the principle of separation of church and state, the other stressing the importance of accommodation between them. Both legal trends are discussed. (TE)

The history, development, and administration of the University of the South Pacific--a decade-old, multinational, Third World university serving the south Pacific region--are outlined, and issues of academic freedom and institutional purpose are discussed. (MSE)

A national project of the Society for Values in Higher Education examined comprehensive values studies at eight colleges and universities. The possibility that dialog about values might improve campus decision making was explored. The place of academic freedom in the discussion of values is described. (MLW)

Central Intelligence Agency policy changes concerning its relationship with the academic community are outlined specifically relating to consulting, sponsorship of conferences, research, scholars in residence, information seeking from faculty traveling abroad, and academic freedom. (MSE)

Relates events surrounding decision made by a public school board of education and school administrators to institute the policy of obtaining parental permission for students who want to borrow five Judy Blume books from the middle school library. Actions taken by the librarian and parental involvement are covered. (EJS)

Reviews the governance of Japanese public schools since World War II. Unlike the United States, the Japanese government has centralized control of education, and the courts defer to government authority in educational matters. (MD)

This article offers guidelines drawn from the last 200 years of ethical theory to aid educators in discerning between "uncontroversial" questions to which they can assume the correct answer is known and legitimately "controversial" questions requiring great care to be fair to the various points of view. (Author/DCS)

Discusses expurgation practices (deletion, excision, alteration, obliteration of parts of books) of major school book clubs--Scholastic, Xerox's Read Book Club, Troll Associates--as identified by Intellectual Freedom Committee of Young Adult Services Division of the American Library Association. Implications for school libraries are noted.…

If autonomy is to be taken seriously as an educational goal, then teachers should also have autonomy. But in order to understand the implications of autonomy, one must differentiate between it and self-determination and consider possible conflicts between the two among students, teachers, and the larger community. (IS)

By assuming personal responsibility for their own professional growth and development, educators can help young people become independent and socially responsible on shaping their future social environment. (MB)

The author feels that school boards and administrators do have the power to govern their school systems provided they recognize that students have constitutionally guaranteed rights--(1) free expression, (2) due process, (3) privacy, (4) equality, and (5) quality education. (MB)

The English and American defamation principles are compared, including the various privileges to defame and defenses to liability. The author, a professor of law in torts, suggests that the law of defamation can be simplified without upsetting the proper balance between protecting personal reputations and encouraging the free interchange of ideas.…

Creation of the right climate for fostering academic freedom and progressive curricula is described, but gaining parental approval is emphasized since communities control the curriculum politically. (ND)

Traces development of the law concerning teachers' rights to criticize the administration or board of education of their school district and analyzes the present state of the law as reflected in recent state and federal court decisions. (JG)