This article offers an analysis of Strober's paper (see SO516707) on the scope of microeconomics. It concludes that useful suggestions are made regarding modifications needed in the Joint Council's "Framework" and "Master Curriculum Guide." (JDH)

Several recent works on the place of culture in second language instruction are discussed, and the issues of relationships between cultures, instructional materials, and consensus on cultural education are examined. (MSE)

Several issues raised in the article by Drash et al. are discussed: the danger that total habilitation could become a dominant goal; the lack of definition of "new technology"; the limited utility of the new term, "total habilitation"; and the lack of criteria for total habilitation. (KM)

Identifies the general principles underlying the Council of Writing Program Administrators' summer workshop, and the ways in which they are currently being applied. (HTH)

Compares the American Federation of Teachers' pamphlet, "Education for Democracy: A Statement of Principles," to H. Gordon Hullfish's views on democratic education expressed in 1955. Stating that the pamphlet is an "unabashed call for political indoctrination," Ross argues that the best education for citizens in a democracy is…

Argues that (1) curriculum construction on the basis of "a priori" reasoning about the partitioning of knowledge is misguided; (2) serious curriculum planning should be underwritten by an account of the purpose of education; and (3) there is a bewildering variety of such accounts. Contends that curriculum is formed without sound…

Addresses the question of whether education of the emotions is a coherent possibility. Argues that much confusion on the topic derives from the common myth of the separate and opposed faculties of feeling and reason, often reflected in misguided curriculum practice. Finds that education of emotions is a crucially important possibility, requiring…

A comparison of two independent samples of legally blind and sighted high school students (ages 15-19) indicated that legally blind students generally had lower occupational, but not educational, expectations than did their sighted counterparts. Analyses revealed an unanticipated negative relationship between expectations and the blind students'…

Considers how the new language learning initiatives in Great Britain concerning bilingual students and nonindigenous students (particularly those in London) may eradicate racial prejudice, foster mutual understanding, as well as help students achieve academically. (CB)

Argues that instruction in literature, the sciences, philosophy, and social interaction, in as much as it is part of the process of humanization, is important to the mission of the Catholic Church. (DMM)

Identifies links between Ernest Boyer's and Isocrates's educational philosophies. Describes a freshman composition class adopting Isocrates's emphases on the use of language to craft ideas, social issues, and citizenship. Argues that the re-creation of Isocrates's model necessitates that current political/academic demands for cultural literacy and…

Reviews the arguments of Matthew Arnold, F. R. Leavis, and Louise Rosenblatt for making literature a mainstay of education. Defends the moral and educational value of literature in both its aesthetic and testimonial aspects. (DMM)

Language learning should be taught to cultivate appreciation of the richness and diversity of the world, not just to gain a competitive edge. The language community must teach languages as a path to many kinds of knowledge, begin foreign-language instruction in the elementary schools, and maintain interest in foreign languages and provide…

The author examines the relevance of the monitoring and evaluation literature and practice to the issue of how to understand and to monitor and evaluate nonmaterial or nonproductive objectives of rural development. He discusses an alternative monitoring and evaluation approach that will resolve this issue. (CH)

Describes a visit to the Anand Niketan Ashram in the interior of the State of Gujarat India, an internationally known school with a model education for meaningful citizen participation. Explores the program's philosophy activities and describes how the authors came together to have this experience and write this article. (BSR)