Contends that black educators should define the objectives and content of Afro-American studies curricula in white universities. (KG)

Presented at the summer 1969 advanced seminar on Aesthetics in Education held at the Boston University School of Education. (EJS)

The business educator who is aware of the need for teaching students whatever they need to know rather than teaching specific subject matter will be successful in developing students who possess total vocational competence. (Author)

Evaluation of the attainment of educational objectives and the behavioral development of the learner would be sufficient evaluation of the qualities of the teaching he received. (CK)

Examines the positive and negative trends characterizing the current global transformation in sociological, political, economic, psychological, and spiritual realms. Underscores the importance of an educational vision commensurate with new learning needs. (DMM)

Identifies the goals of history instruction as developing a sense of history through knowledge of human behavior; developing an empathetic feeling for the past; experiencing the past on its own terms through primary sources; using the outlook of the humanities and social sciences; and developing broad understanding and mental discipline. (DMM)

One's aims must be the same for all stages of education including early childhood education, which covers compulsory and noncompulsory education at a variety of institutions. There is a case for making all the years of early education compulsory. (JOW)

For the school to teach only procedural values, and not core values, is for the school to ignore an important responsibility and a significant dimension of the student. The self-actualizing person defined by Maslow and others provides a source of core values that can be taught to public school students. (RM)

Agrees with John Goodlad's analysis of schooling in an article in this issue but disagrees with those who maintain that parents want babysitting rather than education. (JM)