It is difficult, perhaps unnecessary, to distinguish between the requirements for educating a community and educating the civic self, since the civic entity is the public. It is important to assess what the public enterprise and civic order require of the liberal arts. (Author/MSE)

Successful classroom discussions in economics courses require careful planning. Planning involves five steps: defining course goals, choosing materials, preparing questions to guide the discussion, planning the mechanics of the discussion, and defining the responsibilities and evaluating the performance of discussion leaders. Includes follow-up…

The Democritean pedagogic credo says that: (1) man can be changed and shaped through education; (2) education should function in correspondence with the theoretical and practical needs of man; (3) education has a strong ethical and ascetic character; and (4) difficulty must be accepted as a unique means of education. (RM)

Aesthetics education should be based on Plato's aesthetics, which recognizes the power of art to revolutionize world awareness, rather than on the aesthetics of Herbert Read and John Dewey. Art educators must reconcile the subversive nature of art and the conservative aims of education. (Author/MJL)

Social studies courses which do not include a global dimension are not properly preparing students for effective participation in their communities or within their nation. Resources and materials for teaching with a global perspective are listed. The multidisciplinary goals of global education are also included. (SR)

Action learning seeks to develop an active, positive attitude toward the personal benefits of musical involvement and places learners' goals and intentions at the center of teaching. But, because action learning uses activities, it can easily be confused with the activities approach. Any similarities, however, are superficial. (RM)

A six-semester secondary school computer science education program is described. Major program objectives and brief course descriptions are provided. The first course is a one-semester course on basic computer literacy. (Author/JN)

Advocates changing industrial arts to "technology education," which would reflect current technological trends and challenge educators to design programs that are future oriented and widely applicable. (SK)

A review of the literacy crisis in U. S. education and of attempts to resolve it. Recommends three concepts that are important for language study: (1) language learning is hard work; (2) language is genuine knowledge; and (3) every language reflects the cultural outlook of the society that created it. (AMH)

Discusses the relationship between the education of the emotions and moral education. The author argues that moral education should be concerned both with right feeling and right action. The implications of this approach to moral education for multiracial education are discussed. (AM)

Describes the four main types of British art curricula. The content, objectives, and underlying principles are examined. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Discusses the structure of art history education in elementary and secondary schools and the need for alternative teaching approaches to meet the goals of British general education. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Criticizes the way music is being taught in the schools because current teaching methods do not emphasize music's emotional, expressive impact. The author argues that the primary role of music education programs should be to stimulate students' emotional and imaginative responses. (AM)

Considers changes in the Music Educators National Conference (MENC) and American music education in the next 25 years. The author speculates about MENC's future leaders, geographical influences on the organization, the proliferation of special-interest groups, tensions between music performance and general education goals, and economic and…

Adult educators are faced with a dilemma which lies between the traditional design and use of the curriculum with its aims and objectives as a system of control and the natural freedom of the more highly motivated and articulate adult student/consumer. (SK)