A criticism of the current educational system in which the author suggests that what students need most is an answer to the question, what is education for?'' (Author/AK)

Considers the Worth Report in four settings: against the background of other similar studies in Canada, against the background of Alberta, in the context of future planning, and in regard to its importance for Canada as a whole. (Author)

The use of behavioral objectives appears to be aimed at teaching students the answers to questions; however, education is a great deal more than learning answers to prepackaged questions. (DF)

Authors offer an explanation of the psychological and philosophical positions underlying aspects of educational progressivism. (Editor)

Enjoyment is not a necessary condition of learning though it may be desirable to make our lessons as enjoyable as possible. But it would be a mistake to think that making them enjoyable insured that (a) learning or (b) education were taking place. (Author)

Schools must become aware of values and plan curricula and learning experiences with and understanding of cognitive and affective values. Within the subculture of poverty, values held by individuals vary. These values should be understood by school personnel, and any modification of affective values must be significant to their life style. (Author)