Evaluates governmental guidelines for school reform in the middle schools of Italy. Topics discussed include characteristics and goals of the middle school, legislative measures related to middle schools, socialization, curriculum guidelines, methodological suggestions for specific disciplines, and the relationship of specific content proposals to…

The author presents a conception of aesthetic education grounded in an aesthetic motivation and suggests that an important function of art is to occasion high levels of aesthetic experience, satisfying the universal human instinct for dramatic order. (Paper presented at the Aesthetic Education Conference, London, September 1980.) (Author/SJL)

Discusses arguments against and potential benefits of formalizing educational objectives. Outlines categories of instructional goals (Knowledge understanding, application, analysis, synthesis, and evaluation), and lists resources which aid in the formulation of educational objectives. (KC)

Although few would dispute the idealistic merits of providing rights to the handicapped, how many, in this time of limited funds, will eagerly invest in disabled students? Our social perspectives on the common good are going to be tested against practical economics. (Part of a theme issue on mainstreaming.) (Author/SJL)

Educational policymakers have tended to view schooling as an instrument to achieve social goals, rarely as an end in itself. Reforms have not directly raised the question: What does it mean to be an educated person? The very absence of such questioning suggests a failure in educational thinking. (Author/SJL)

This article, a commentary on a piece by Kimberly Huselid Glass (Teachers College Record, Fall 1982), calls for clearer identification of peace values and recognition and cultivation of behavior which exemplifies them. Values traditionally associated with family life may provide models. (PP)

Holds that many critics of experiential learning programs have confused specific programs' characteristics or activities (such as mountain climbing in Outward Bound) with the fundamental concept underlying the learning-by-experience approach. Lists requirements of effective experiential education programs: (1) new, applied skills; (2) responsible,…

Responds to an article on St. Thomas Aquinas College's Great Books Curriculum (EJ 240 962). Endorses the program's aims of using Great Books as a means to truth, not as an end in themselves, but feels that the approach is too narrow and too reliant upon authority and that it fails to develop complex thinking and knowing methods. (DMM)

Argues that the issue of literacy goes beyond the acquisition of basic skills and examines the principles of classical humanism as a source for a definition of literacy. Proposes emphases on cultural literacy, social and moral questions, and genuine community as components of humanistic education. (DMM)

The ability to remember large amounts of information has always been stressed, but the ability to be selectively forgetful is of even greater value. Memories of failure and faults need to be forgotten if we are to survive as a society and as individuals. Social injustices and tragedies must be put aside after a proper time. (JN)

The supervision/management of a project that identified the educational objectives in the basic skills for South Carolina, and which relied heavily on a contractor's services, is retrospectively viewed. Some potentially generalizable principles of supervision for such development projects are isolated. (Author/AL)

From a philosophical standpoint, the author examines the differences between recreation and leisure, education and continuing education. She attempts to clarify the overlap in these concepts and to provide an integrated viewpoint of leisure and education. (SK)

Recommends that junior high school social studies classroom teachers incorporate information about the imminent and continuing shortages of energy into the curriculum. One way of organizing this information is as an inverted isosceles triangle in which energy, environment, and social studies education serve as sides of the triangle. Sample lessons…

Specifies major law-related outcomes at the elementary school level and describes several characteristics of learning environments that promote these outcomes. Outcomes include perceiving dilemmas inherent in social issues and being reflective decision makers, being critically responsive to authority, and being knowledgeable about law and related…

Discusses problems often encountered in oral history interviews including absence of rules, authority, and training; little comprehension of the deeper meaning of words; and failure to consider the true meaning and purposes of oral interviews. Information is also presented on definition of oral history, approaches to problems,…