Two questions are addressed: (1) What are the moral constraints upon the practice of religious education? and (2) What are the main ways in which religious education can supplement and enhance moral education? (RM)

Significant differences were found between the stated objectives of most college level economics textbooks and the instruments included in the instructor's manuals to measure student achievement. (Author/RM)

The most common approach to computer education is the computer literacy model which suggests that students need some basic familiarity with computers to compete in the job market or to become informed citizens. Discusses why this model for computer education should be rejected by professional educators. (JN)

Parents and teachers need to give themselves permission to exert less pressure on themselves as well as on the children. (SEW)

Documents the close interrelationship of science and technology to all areas of human endeavor. Cites important issues for general education to address. Recommends a favorable academic structure, a climate of support, a system of recognition, and specific institutional strategies for successful general education programs with science and…

Focusing on general education literature published in the last five years, summarizes current concerns. Focuses on definitions of general education, its content and outcomes, and new curricular developments. (DMM)

Suggests basic guidelines for resource selection in multicultural classrooms focusing on defining goals and objectives and fostering cultural literary skills. Provides annotated list of sources and resources. (DMM)

Reviews attempts to achieve curricular relevance in schools in Third World countries and reasons for their limited success. Also explores role of environmental education in placing the school in its own local community and the real socio-economic environment that surrounds it, focusing on the role issue-based environmental studies. (JN)

To criticize the ideology of integrating the arts into general education, three questions are discussed: (a) What does the ideology assume about education? (b) What does it assume about art? (c) How has the ideology been received? It is foolish to rely on career civil servants and philanthropists for policymaking in art education. (SR)

Social sciences differ from the "hard" sciences because the social sciences are fundamentally dialectical in nature. The use of instructional dramaturgical dialogs can help students appreciate the kind of knowledge social scientists seek and the positive consequences of scholarly conflict. An illustrative dialog between educators and…

Reviews "The Uses of the University" by Clark Kerr, "Beyond the Ivory Tower: Social Responsibilities of the Modern University" by Derek Bok, and "The University and the Public Interest" by A. Bartlett Giamatti. (GC)

The author examines the nature of reflective thinking and its necessity as an educational goal. The work of John Dewey, empirical approaches to reflective judgment, evidence of students' ability to use it, and implications for education are discussed. (SK)

Explains structural procedural objectives which are based upon knowledge structure and cognitive processes and proposes a rationale for using them in nutrition education curriculum guides instead of behavioral objectives. (DC)

The author maintains that John Goodlad's rigid insistence (in an article in this issue) on the school's accomplishment of idealistic and lofty goals is unrealistic and unfair. These goals are merely something to work toward. (JM)

The lack of support for art education in the public schools is attributed to the westward, industrial, and technological movements which do not foster uniqueness and sensitivity. The mission of the educator is to introduce and lead students through a powerful, lasting relationship with the arts. (Author/KC)