Discusses the need for new educational objectives for physical education. The range of human movement types are classified according to their degrees of spontaneity, naturalness, artificiality, and technical efficiency. The author advocates a new physical education curriculum which expands the individual capacity for movement. (AM)

Real Educational Objectives (REOs) arising from student needs are seen as tools for parents and teachers in evaluating the progress of gifted students. The difference between creative problem solving and REOs is considered, tests for measuring student progress are identified, and questions to ask for clarifying student REOs are outlined.…

Morrill and Steffy have characterized college life as opposing cultures of academics and students, both postulating educational purposes. To provoke discussion, considerations are presented as to why academics see no cultural gap and why Morrill and Steffy do not see a problem in continuing teaching with the gap. (Author/CM)

Describes the implementation of a minimum competency testing program in North Boone Senior High School in Poplar Grove (Illinois). Includes eight questions to be asked in planning for such a program. (Author/WD)

Consequences of the bicultural goal are: (1) failure to review the unreasonable goal critically; (2) prevention of standardized scores from "leaking out" to the public; (3) attempts to "interpret" evaluation results to make them palatable to the schools' critics; and (4) lack of attention to various evaluation techniques. (RL)

The Goal-Oriented Approach to Learning (GOAL), a procedure to actively involve handicapped adolescents in the mainstreaming process, was evaluated with 11 learning disabled high school students. The procedure consisted of four steps: goal setting, goal attainment scaling, selection of classroom instructional strategies, and evaluation of goal…

Challenges the doctrine that the curriculum of public education must be value-neutral. Argues that education should embrace a commitment to the highest possible level of cognitive awareness, supplemented by commitments to persons, to the enjoyment and employment of knowledge, and to community service. Recognized limitations on public education's…

Five short articles describe curriculum planning achievements in selected schools, including establishment of goals for a program for gifted and talented children; the use of learning charts, curriculum guides, and content lesson plans to make expectations public; establishment of subject area coordination; and two curriculum models. (MLF)

Describes a method which college level geography instructors can use to help students understand the Koppen classification of climates. Information is presented on the classification's purpose, basic structure, and overall simplicity, as well as on its use as a teaching tool. (DB)

Describes rationale and framework for the psychology program at Loyola University, Chicago. The two major components of the curriculum are a core consisting of basic perspectives, phenomena and methods and a variety of special interest areas that students can pursue in depth. (Author/DB)

Extends research on the ethical paradox that a college-level teacher-researcher faces in conducting research on his or her own classes. Suggests that what starts out as an ethical problem may actually turn into a methodological conflict in which the classroom situation may be so distorted that accurate measures of many of the variables cannot be…

The author explains the background and content of "Catechesi Tradendae," Pope John Paul II's pastoral letter of October 25, 1979, on the goals and methods of Catholic religious education. (SJL)

Discusses the need for infusing concepts of cultural pluralism into teacher education courses and presents the definition of multicultural education proposed by the American Association of Colleges for Teacher Education (AACTE) in 1973. (SJL)

Contrary to numerous philosophers, open-mindedness is not logically related to specific beliefs or to neutrality, doubt, or ignorance. It is not, contrary to Allport, an impossibility, nor inconsistent with other desirable traits, such as tenacity. It is a necessary, but not sufficient, condition of being educated. (Author/SJL)

Outlines Dewey's views on the proper objectives of vocational education, suggests that these objectives deserve serious reconsideration today, and outlines warning signs that indicate when a vocational program is falling short of genuine education. (Author/IRT)