Both the ethics of the profession and state school law require teachers to model in the conduct of education the behavior they expect of their students. Examples of the disparity between practice and creed imply a need for educators to face up to the moral obligations of their profession. (Author)

This article talks about emphasizing how the educational system has adapted to serve those living in rural areas. (Author/RM)

Using specific examples, the author discusses how the Chinese educators link theory with practice in order to associate education with the three great revolutionary motive forces--the class struggle, the drive towards productivity, and scientific experimentation. (Author/RM)

This article describes a school-run factory for third-year junior students in China. The factory combines education with productive labor and integrates theory with practice. Students learn and at the same time create wealth for the state. (Author/RM)

This article describes the educational program developed by one agricultural college in a rural area of China to carry out the revolution in education. Educational theory and practice are linked by involving students in the running of three forms.

This article describes the field work of work-peasant-soldier students at Tsinghua University in China. (Author/RM)

Defines terms, discusses the scope and content of educational history and its relation to history, the social sciences, and the humanities. Related fields such as educational philosophy, educational sociology, and comparative education are discussed. Concludes that the study of educational history is fundamental to an understanding of the…

Presents comments on student alienation from the educational system in general and from history instruction in particular. Emphases are on the relationships between class cultures, school cultures, and family cultures. Concludes that history teachers must reexamine content as well as teaching methods. Journal available from Loren E. Pennington,…

Explains a system of goal setting which provides history teachers with a clear picture of what students wish to learn in an introductory course. Ask students what they would like to get out of the course, which goals they believe to be most important, and what techniques they suggest for working toward these goals. (Author/DB)

Explores effects of sexist curriculum materials in the classroom and challenges educators to encourage attitude changes regarding sex roles among teachers, counselors, administrators, and students. Also discusses a survey of elementary school students' attitudes toward sex role orientations. (Author/DB)

Questions the proper position for a teacher of political science regarding partisan controversy over issues such as ERA, the womens' movement, racism, and affirmative action. Examines writings on partisanship by social scientists David Easton, Max Weber, and John Stuart Mill. (Author/DB)

The authors present ten common principles of education and question why they are so often violated in practice. (SJL)

Discusses topics treated at the Congress, including: diversification of foreign language offerings in the schools; the situation in West Germany; language teaching in occupational schools; practical aspects of teaching; teaching literature; area studies; linguistic problems, e.g., creating a single transcription usable for all the languages…

Examines desirability of educational courses which encourage students to develop a certain kind of psychological or social identity. Examples are ethnic studies, women's studies, and courses to enforce national solidarity. Concludes that courses which deal with students' identities serve mainly to reinforce the students' neuroses. (DB)

The educational philosophy, attitudes, and values of student teachers and their supervising teachers were examined in both American Indian and Anglo schools, before and after the student teaching experience. Generally, all student teachers became more traditional, adopting their cooperating teachers' conservatism. Differences between the groups of…