Maintains that at the basis of any philosophical discussion of the curriculum is the question whether there is any overriding objective toward which schooling should strive. Identifies various qualities which can be inculcated in students to increase wisdom and to contribute to human development. (DB)

The author discusses his belief that the emphasis on competency-based, outcome-oriented curricula serves two purposes: (1) it recruits students who also believe in this educational theory; and (2) it provides a framework within which "unlearning" and more significant personal learning can take place. (CT)

Legal education, it is suggested, has been unwisely dominated by the study of doctrine and rule-manipulation, and there must be greater emphasis upon both the broader theoretical underpinnings of law and legal systems and the practical role and tasks of the lawyer. (MLW)

A properly conducted evaluation can help a school find the strengths and weaknesses of a sexuality education program. The basic ground rules are presented. (Author/MLF)

A study was made of career-ladder positions that are available to students studying records management at various education levels to determine the tasks that are performed by records management personnel at various employment levels and to determine the tasks that should be included in records management courses. (CT)

School districts need a comprehensive, long-range blueprint for their total operation. The goal-competency-objective hierarchy allows them to become systematic in design and operation. (Author)

While educational institutions are intensifying efforts to professionalize leisure services, a nationwide examination of correctional recreation curricula reveals a lack of progress. Among constraints arising from this lack of progress are misleading documentation of nonexistent correctional recreation specializations, and inadequate definition of…

Summarizes affective education programs and evaluations of effectiveness of these programs. Specific objectives of curricula cluster into three areas--internal-emotional, cognitive, and overt-behavioral. Results indicate that programs produce measurable outcomes in all areas, although evidence of effects is less impressive in the…

Reviews recent trends among institutions of higher education to rename departments and course content in the area of foundations of education as departments of policy studies and content as the study of educational policy. Suggests that professional educational organizations work on defining the boundaries and meanings of educational policy…

Discusses a survey undertaken in 1979 to determine how the established social studies curriculum was affected by injecting a required course in economics in Georgia's secondary schools. Information is presented on number of students taking economics courses before and after it became a required course. Also presents arguments for offering…

Summarizes the results of an evaluation of the curriculum leading to the Diploma for the Training and Further Education of Mentally Handicapped Adults. Discusses the importance of curriculum evaluation for assessing the validity of curriculum innovation. (SK)

Reviews various answers to the question of whether education and politics can be kept separate from each other and concludes that all matters relating to teaching methods and subject matter can be viewed in the context of some political perspective or other. Numerous examples are presented involving political influences on education in various…

Describes the process involved in the adaptation of a German multimedia package developed and produced by FWU Munich for the geography curriculum in the Netherlands. (CHC)

Described is the reform movement in Mathematical Curricula in Egypt. The major reform activities, evaluation of the success of the UMPAS curriculum, and the future of the UMPAS in Egypt are discussed. (DS)

Science curriculum and the factors influencing it are discussed with emphasis on the desirable outcomes of a curriculum. (JMF)