Identifies problems with the portrayals by R. Prawat of the reform effort in post-Revolutionary Russia, the career of Lev Vygotsky, the hypothesized exchange of ideas between Vygotsky and John Dewey, and the theoretical views of Vygotsky. (SLD)

Criticizes the evidence used by M. Gredler and C. Shields in their critique of Prawat's article about John Dewey and Lev Vygotsky and their educational philosophies. Notes specific problems with citations and interpretations. (SLD)

Seven articles comment on the proposed resolution of the "learning paradox" of how people make meaning and learn from prior learning. The reviewers find much of merit in the proposed reliance on the work of J. Dewey and C. Peirce, but they criticize many aspects of the paper, especially its brief treatment of the learning paradox itself. (SLD)

Comments on a study of Comer's School Development Model, indicating that the study, as conducted, was not a study of the model but a limited study of the effects of one application of the model's process. In addition, the evaluation was carried out over only 2 years for each group, when experience shows that at least 3 years are necessary to show…

Suggests that, by looking for commonalities and differences across settings, tasks, working methods, goals, and values, a framework for understanding collaboration can be constructed that preserves the benefits of rich descriptive accounts of collaboration. Emphasizes the importance of multiple definitions and multiple models of collaborative…

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Although these are substantial reasons to question Wilshire's notion of a complete moral collapse of America's research universities, he does call attention to ethical problems. Wilshire supports restoring the task of teaching to undergraduates in a new professional ethic for the professoriate. (SLD)

The nine essays of this anthology attempt to apply some ideas of the French philosopher/historian Michel Foucault (1926-84) to past and present school practice. However, to follow Foucault's lead is to risk embracing a state of perpetual uncertainty about the fabrication of knowledge and power. (SLD)