Classifies social educators' attitudes toward indoctrination as those who reject it, those who support imposing procedural and behavioral values, and those who would impose substantive values as well. Concludes that we must accept the fact that some indoctrination is inevitable and that the issue should be carefully analyzed. (KC)

Elaborates on the importance of including foreign language studies and cultural awareness objectives in social studies curriculum. Suggests students aware of national and international dimensions of culture will be likely to play a constructive role in promoting a humane and rational world social order. Journal available from The Social Studies…

In spite of considerable talk about expanding or narrowing social studies goals and approaches regarding citizenship education, things are much the same in the social studies classroom. Suggests that a core goal of citizenship education in a democratic society helps students understand and recognize choices. Journal available from The Social…

The Smithsonian Institution's educational mandate has served as the basis for the Institution's growth and development from its inception. This continuing process has led to the development of a center of learning with educational concerns and accomplishments that are broader than those usually connoted by the term "museum." (JN)

The chairman of the National Pro-Family Coalition states the goals of the group. (MLF)

Liberal arts education is described as both flexible and durable since its formulation. Though current pressures tend to fragment the senses of self and knowledge, the liberal arts, it is suggested, can reaffirm the values of wholeness and excellence. (Author/MLW)

Portrays athletics programs as educationally valuable and useful for instilling values. (JM)

Presents a four-step process for staff members interested in designing their own mastery learning program. (Author/JM)

Contends that improvement in teaching must be a continuous process and suggests a cycle of review, identify, analyze, and revise to stimulate greater self-confidence and success in teachers. (Author/JM)

Considers the functions that norms might have in the context of foreign language teaching and learning, with special reference to teaching English. (IFS/WGA)

Suggests that cost-benefit analysis of economic education can be valid if objectives are separated from standards of performance and if the analysis is made in terms of feasible alternatives. Content of economic education is discussed in terms of Richard McKenzie's article "Where is the Economics in Economic Education?" (JEE Fall 1977). (Author/DB)

Critiques a recent article in the J. Econ. Ed. by Richard B. McKenzie (Fall, 1977) which suggested that basic economic understanding is essential to good citizenship. (DB)

Clearly defined goals are essential to the health and effectiveness of organizations. (JD)

A teacher reminisces on her experiences in Japan after World War II. (JD)

Offers criteria for a new formulation of the relationship between the theory and practice of foreign language teaching. Finds that the university should define its role and should include students and faculty in deliberations on the setting of goals. More consideration should be given to continuing training for teachers. (IFS/WGA)