The purpose of this paper is to show that "freedom" properly understood cannot be an aim or an ideal of education, and that when educators talk of "freedom" as an aim or ideal of education, they usually have in mind the development of autonomy. (Author)

Outlines a series of practical goals for secondary economics education in Canada. Economic education should ask more analytic questions. (RM)

Attempts to unravel some of the confusion which has arisen over theoretical and actual freedom at A.S. Neill's alternative school in England, Summerhill. An overview of the topic of freedom is offered, based on contrasting theories of freedom in "On Being Free," by Firthjof Bergmann (University of Notre Dame Press, 1977). (DB)

Presented is a statement on the essentials of education which has been endorsed by a number of professional associations. It embodies the collective concern of the endorsing associations and expresses their call for a renewed commitment to a more complete and more fulfilling education for all. (Author/KC)

The author presents a step by step approach based on an aims and objectives scheme for teaching special education children. A school project using the procedures is described and a case study is given to illustrate the procedures and make further comparisons with the proposed aims and objectives scheme. (SBH)

Points out that the fundamental and unifying activity of those who work in the information field--and the basic social value of the information profession--is the facilitation of the utilization of records. Thus, the training of the information professional should emphasize three concepts: records, utilization, and facilitation. (Author)

This article defines what mastery learning is, examines how it works, and indicates how well it works. (JD)

Argues that a society without reverence for myths and history inevitably falls prone to chaos and evil, pointing to abortion, Andy Warhol's celebrity, and Woodstock as evidence of this disintegration of society. Proposes that humanities education expose students to human experience based on some awesome and fixed moral order. (AYC)

Outlines Harry Broudy's distinction between three kinds of knowledge: knowledge involving statements or assertions about the world, knowledge involving abilities to do things, and knowledge involving commitment to carry out what we know must be done. (SS)

A liberal education should not be judged on the criteria of "knowing that" or "knowing how" but on "knowing with," not on whether a previously learned content can be recited or applied but by the way those learned contents provide contexts or meaning. (Author)

Arguing that problems associated with the inter-relationships between money spent and educational effectiveness are not in surmountable, this paper addresses: setting goals and identifying measures of effectiveness; determining program effectiveness in relation to the goals of education; and determining cost effectiveness. Pennsylvania Department…

The author advocates education that both acculturates and explores values. (MM)

The third aim of education is the development of civilized persons. (MM)

When teachers prepare their own curriculum outlines, crucial issues come to the surface, promoting examination of what teachers believe about themselves, about children, and about teaching. (Author/MLF)

The deeper level of paradox is that public money supports education to advance the public interest, but how much and what kind of education are safe? How much education supports evolution and how much supports revolution? (Author/IRT)