Too strong an emphasis on the development of self-esteem in young children can lead to the tyranny of self-centeredness with the ultimate result being badly adjusted adults. Without an objective moral referent, children cannot acquire a stable sense of right and wrong. (JOW)

Distinguishes two types of learning processes: (1) learning from regularity--a linear model of problem, process, and product; and (2) learning from irregularity--adaptation to changing circumstances. Argues that these approaches lack an ethical or political dimension and advocates learning from responsibility or social commitment. (SK)

Explores the connection between teacher education paradigms and the promotion of active citizenship. Examines support for political education models in the Australian report, "Education for Active Citizenship." Inquires as to what directions for future action can be developed by matching teacher education paradigms with political…

Parker J. Palmer responds to questions concerning models of reality, ways of knowing, pedagogy, the components of "good teaching," morality and spirituality in education, developmental education, cultural and racial pluralism, and truth. (DMM)

In a survey of 2,000 Chinese students receiving 1,698 responses, the top 3 reasons for participation in adult education were (1) to become more educated; (2) to improve effectiveness at work; and (3) to keep up to date. The relationship between education/training and economic performance arose frequently. (JOW)

Integrates the theoretical foundations of distance education programs with the selection of appropriate media. The principles of learning that take place in traditional instruction are discussed; instructional objectives and methods are described; matching objectives, methods, and media is considered; and types of communication are discussed. (10…

Interviews with 7 retired adults over 55 were thematically analyzed and coded, revealing their learning motivations to be either instrumental (meeting survival and personal effectiveness needs) or expressive (meaningful and purposeful). Needs and goals were related to adult developmental themes; learning was essential to increasing individual…

Criticizes outcome-based education for reducing education, teaching, and learning to forms of human engineering and quasi-scientific planning procedures geared toward instrumental means and specified ends. Stating outcomes as a comprehensive form of intellectual scaffolding limits inquiry and speculation and gives schools and curriculum framers…

The functional approach to workplace literacy does not address a number of critical issues: aims and purposes, nature of stakeholders, worker participation in program planning, basis for distributing limited funds, consistency of state and federal guidelines, and congruence between program emphases and industry/worker needs. A more worker-centered…

Job-specific training is the minimum demanded of workplace education. The growth of employees' confidence and self-esteem and expansion of their educational aspirations are major benefits of more broadly based employee development programs. (SK)

Explores the role of prespecification and planning in education, noting arguments against the use of behavioral objectives. Much of what is unnatural in schooling is the overemphasis on prespecification of learner outcomes. Because adults reconstruct knowledge for children, children must be encouraged to make and negotiate meaning through…

Outlines the mission of the American Alliance for Theatre and Education's Committee on Junior High/Middle School Theatre Programs. Describes the committee's seminars and workshop activities, and mentions ideas under consideration for future projects. Invites readers to join the network of Junior High/Middle School teachers, and calls for articles…

Describes the benefits of and processes necessary for teaching Chinese as a functional language, focusing on the three teaching and learning objectives of goal orientation in curriculum planning; cultural/contextual clarity in instruction; and clear guidelines for evaluation. (CB)

Provides an overview of curriculum-based assessment (CBA). Lists the steps to develop a CBA and provides a sample CBA. Explains how to analyze CBA results. Specific reasons to support the use of CBA instead of standardized tests in the regular classroom are detailed. (JS)

Big-time intercollegiate athletics has become College Sports Inc., a huge entertainment conglomerate with operating methods and objectives totally separate from, and often opposed to, the educational aims of the schools housing its franchises. This article dispels prevailing myths and seeks a new role definition for intercollegiate athletics…