This article considers the extent to which social ideals enter into the truth of historical events in James's philosophy and the implications of his idea of history for the study and teaching of the past. (IAH)

Suggests the worst and best prescriptions which could be derived from E. D. Hirsch's book, "Cultural Literacy," and other books like it. Recognizes that Hirsch has identified a serious problem in the schools, but indicates that his proposed solution is too simple for a complex problem. (MS)

This paper offers a set of program development goals that address an important, and arguably the largest, segment of interpretation that which attempts to affect a visitor's attitude and/or behavior toward a resource site and the environment as a whole. (LZ)

Argues that the primary aim of education should be the development of critical thinking. Reviews feminist arguments that the concept of critical thinking presupposes a male-biased conception of rationality, and there is a need for a more inclusive concept of rationality. Proposes a definition of critical thinking with components of reason…

Multicultural education should not be used for politically motivated purposes such as combating racism, developing cultural identity, or ending poverty and inequality. It should embody universal humanity, morality, and freedom, uniting people but maintaining their uniqueness and individuality. (SK)

Rather than Tyler-style transmission models, process or transaction models are more appropriate for teaching older adults. Whereas Tyler models focus on achieving rigidly defined objectives, process models view education as activities worthwhile in themselves. (SK)

Sketches a series of design decisions made at Utica College for a computer-supported writing facility, and their implications for the facility. Urges departments in similar situations to first of all establish instructional and operational goals to guide subsequent decisions, and suggests such goals. (SR)

Describes a method for writing curriculum for journalism classes and publications courses, using the Outcome-Based Education model combined with a sequential developmental approach such as Bloom's Taxonomy. Includes learning objective examples and a list of journalism learner outcomes. (SR)

The president of Citizens for Excellence in Education offers his views as to why outcome-based education (OBE) is not workable. Suggests that, of traditional, transitional, and transformational OBE, only the traditional content-based system would greatly advance learning and that vocational education can lead the way. (JOW)

Employees often want training in areas that are irrelevant to their jobs or inconsistent with organizational objectives. A well-designed questionnaire can weed out training wants to uncover an employee's true training needs. (Author)

Discusses the direction of theater education, its curriculum, and goals. Lists qualities of educational theater described by the National Endowment for the Arts. States the 11 basic philosophical and operational concepts/principles of the Philadelphia Resolution, which was drafted by elementary and secondary theater educators. (PRA)

An 11-member DACUM team identified necessary instructional elements and student outcomes for process-based secondary technology education. A panel of 43 exemplary teachers then validated goals and objectives, resulting in a curriculum framework. (SK)

The draft resolution to be considered by the United Nations states that the purpose of criminal justice systems is to serve, protect, and promote the common good by minimizing harmful encroachments on human rights. It encourages nations to discount the stereotype that punishment is the best way to respond to crime. (SK)

Considers interrelationships among education, philosophy, and culture, focusing on how educational and philosophical ideals transcend individual cultures. Multiculturalism, as a value informing and governing educational endeavors, is rightly considered a transcultural (and sociopolitical) ideal. Transcultural ideals are actual and genuine. (25…

Interviews with 500 Australian extension professionals revealed fundamental differences in philosophy and objectives compared to those of California extension. Strengths and weaknesses of each model help illuminate the effects of privatization being considered in California. (SK)