Discusses, at times with tongue in cheek, the American educational system, its goals, historical development, and current status. Offers nine questions that should be addressed in planning for public schools. (WD)

The harder a teacher works, the less human s/he becomes, but the more "professional" s/he will appear. Implied in this statement is a faith in management techniques and systematized curricula, which leaves little room for human diversity and teaching artistry, and which neglects love of learning and passion for understanding. (SK)

The loss of consensus, community, and a sense of purpose in America has led to students' confusion and frantic search for diversion. Educators need to restore a sense of order in students' lives by teaching the core values of civilization and returning to education the excitement of learning. (RW)

Presents five generalizations from social science research relating to the teaching of social studies and the cognitive domain as well as their possible implications for teachers. Concludes that more research is needed and that social studies teachers must pose questions for researchers to answer. (CK)

Suggests that social studies classroom teachers should use the process of rational decision making to teach students how to think at higher intellectual levels, become more creative, clarify values, and increase moral development. Learning activities are described. (DB)

Examines a psychology course intended to teach graduate students how to develop and run groups for training in helping skills, human relations, assertion training, weight reduction, and anxiety management. (DB)

These excerpts present some of the views of noted musician and music educator, Howard Hanson, on the purposes and goals of public school music education. (SJL)

Proposed are several new directions that encourage the variety and flexibility of haphazard teaching and the precision of one objective-one activity teaching in the design of activities for handicapped preschoolers. Journal availability: see EC 133 846. (Author)

Summarizes the reactions and perceptions of community members, educators, and students in l5 Iowa school districts who participated in community efforts to express attitudes towards needs assessment and the implementation of Phase I of the Phi Delta Kappa educational planning model. (JD)

The institution of results-oriented technology in delivering predictable learner success is explored. Models for the Systematic Approach for Effectiveness (SAFE), educational planning, and closed/open looped instruction and learning are offered. (RAO)

Taking as an example the reception of the Anglo-Saxon speech-act theory, it is shown how foreign language teaching in Germany has dealt with the ideas suggested by linguistics and the philosophy of language in setting and justifying teaching goals, in choosing and shaping teaching materials, and in methodology. (IFS/WGA)

An expressive encounter is the opposite of a behavioral objective. The instructional goals of the expressive encounter are emergent and generally aimed at skills and attitudes related to creativity and problem solving. A developmental lesson sequence is an integrated, sequential group of lessons that move toward a general goal. (Author/IRT)

Traces the goals and organization of public education during three periods in United States history--mid nineteenth century, 1890s to the depression of 1929, and the 1930s to the present. Concludes that it is of major importance today to reformulate the purposes of the common school to fit current social needs. (Author/DB)

In this paper the author shares his concerns about minimal competency testing, fearing that the minimum may become the maximum. He discusses this fear based on examples from the English curriculum--Language, Writing, and Literature. (KC)

Three epistemological domains for history are discussed: the present concrete world, chronological ordering, and ideas. The nature of the epistemic network is emphasized through the formula history presupposes as a recognition of the contemporaneity of the past and the historicity of the present. (Author/DS)