Presents a listing of instructional packets, films, fact sheets, newsletters, films, and comic books on various topics related to energy. Materials are designated as being appropriate for primary grades, junior high, and high school. Addresses are included. All materials are free of charge. (DB)

The author suggests that justifying arts education, or aesthetic education, through unsound, simplistic principles is detrimental to the arts education movement. She evaluates five myths which should be given up, or at least tempered and investigated. (KC)

Catalogues past experience in haphazard curriculum planning and offers suggestions for ensuring that curriculum design occurs through logical, orderly, and comprehensive planning. (Author/WD)

Emphasizes that the philosophy of psychology (which deals with issues such as the role of theories and the conflict between mechanistic and purposivistic explanations of behavior) is too often emphasized in college-level psychology courses. Presents rationale and suggests methods for teaching such a course. (DB)

In order to keep student athletics in a proper perspective to the complete educational program, principals must make clear their emphasis on scholastic endeavors. This article suggests several ways a principal can promote positive attitudes toward and among high school athletes. (WD)

Asserts that educational objectives in technical writing classes can and should be humanistic as well as utilitarian. (RL)

The author argues that there must come a time when educators decide to stop remediating the learning disability and help the adolescent live with the fact that s/he has a learning disability. Factors to consider include chronological age, grade, motivation, nature of school program, and severity of disability. (DB)

Describes an introductory psychology course using a traditional text and study guide as well as a novel about cults. One objective was that students be able to make informed decisions about cults. (CK)

A statement defining the essentials of education is presented as it was formulated by professional organizations. It is stressed that essentials go beyond the basic elements of knowledge, and that the definition as presented calls for a realization that all disciplines must acknowledge their interdependence. (AMH)

Comments on the document "Threshold Level for Modern Language Learning Schools" (J. A. Van Ek, Strasbourg, 1976) and its appropriateness as a description of learning goals for the first years of foreign language teaching. Criticizes particularly the "reduced learning" concept, on which the threshold projects are based. (IFS/WGA)

Questions why girls, who perform at least as well as boys in mathematical reasoning until the age of 11, experience an ever-decreasing set of educational possibilities and consequential achievements during the secondary years of schooling. Relates sex stereotyping to differences in mathematics achievement among male and female students in…

Classification is the taxonomic science in which a system of categories is established and in which the categories have some logical structure. Scientific classifications have included those by Aristotle, Linnaeus, and Lavoisier. Educational taxonomies include those developed by Bloom, Herbart, Dewey, and Piaget. The problems of taxonomy…

It is posited that varying uses of the words "values" and "ethics" signify important clashes of opinion about the proper subject matter, scope, and goals of teaching about normative prescriptive judgements and theories. (MJB)

The author suggests that artist-trained teachers fail to understand that the creative studio art experience is the basis of art programs, and that a meaningful human education can come about through such an experience. He describes problems of the artist, and objectives of teaching and evaluating the art process. (KC)

The author reviews the work of the Warnock Committee, whose obligation was to look at the whole range of special educational needs from birth to adult life in England. (KC)