Examines traditional theoretical assumptions about the pedagogy of writing and critical thinking, and shows that they are linked dialectically. Illustrates how a pedagogy of writing can be used as a learning vehicle to help students learn and think critically about any given social studies subject. (Author/MLF)

A recent national conference demonstrated that the Reagan administration's educational reform proposals conceive a narrow economic role for education, deliberately ignoring questions of social inequality. Yet critics have failed to question this hidden agenda. Future debate must acknowledge the link between education and democracy. (MCG)

A critique of existing conceptions of citizenship education is presented. The major conceptual areas that must be clarified are discussed in order to provide the foundation for a reconstructed theory of citizenship education. (Author/MLF)