Discusses how Paulo Freire's philosophy and educational methods were influenced by social conditions in Brazil. The impact of political conditions, Catholic intellectual thought, and social radicalism on Freire is examined. (AM)

While throughout his political career Lincoln spoke of the value and importance of learning, only in a very few instances did he actively encourage and support the development of public education. Lincoln's indifference toward public support for education is considered within the context of the frontier experience and the tradition of the…

Discusses the difference between education professors who are involved with the intellectual discipline of education and those who are involved with practical studies such as teacher education. Historical and philosophical reasons for the division are examined. The consequences of intradisciplinary conflicts on the future role of professional…

Discusses reasons for low research productivity among college education faculties. Research productivity of education faculties is compared to that of agriculture, geology, and social science faculties. In education, research productivity is hampered by heavy workloads, an overemphasis on practice-oriented research, and the lack of government…

Examines the epistemological assumptions underlying the teaching of high school science. The author recommends a science course at the high school level in which science is presented, within a historical context, as an essentially theoretical activity which reflects a culture's political, religious, philosophical, aesthetic, and ideological…

At Metropolitan State University, the Individualized Educational Planning Course was a response to adult students' unique curriculum needs. Students learn university expectations of quality; plan solid, individualized degrees; examine what it means to be an educated person; pursue knowledge actively and successfully through informed choices; and…

Twelve years after beginning an experimental individualized education program, 22 participants and 19 classmate nonparticipants were interviewed. Participants were more negative about their college experiences but were indistinguishable from nonparticipants on comparisons of postgraduate education, occupational history, family and residential…

Cognitive style and teaching technique were studied when 25 doctoral students taught a class session within their field of study and a session outside it. Out-of-field teaching produced anxiety that students attempt to overcome by going to more structured fields and using more formal and traditional teaching methods. (Author/MSE)

A study of two designs of a field-based graduate course and the participants' perceptions of their learning experiences revealed provocative relationships between theories of experiential learning. Efforts to apply experiential learning concepts to course design resulted in measurable differences in perceived quality of learning. (Author/MSE)

Results of a survey of graduates and inactive students of a nontraditional bachelor's program reveal differences in age and ethnic groups, number of reasons (although not primary reason) for seeking a degree or nontraditional program, and attitudes toward program variables, assets, and problems. Results are evaluated according to concepts of…

A course focusing on the avant-garde epoch and presenting an in-depth look at the arts of the period is described. Peer instruction, individualized instruction, experiential learning, and contracts were incorporated into a traditional lecture format. Student characteristics and attitudes were monitored. Course successes and problems are outlined.…

The main conclusions of a 1981 conference are reported on: acknowledgment of a crisis in higher education planning by policymakers, administrators, and planners; need for changes in systems and institutions; problems in increasing institutional responsiveness; need for secondary-postsecondary articulation to promote access; diversification of…

The changing nature of evaluation of higher education during periods of financial stringency, possible contraction, and changing social and educational needs is examined. A case is made for hiring high-quality managers who can build consensus in institutions and overcome behavioral problems surrounding self-evaluation. (Author/MSE)

Government's role differs according to whether it restricts itself to creating a structural framework within which institutional performance evaluation takes place or takes the evaluative task on itself. Process-directed and output-directed evaluation are compared, with examples given from the Netherlands. (Author/MSE)

Questions of college performance in the United States are inevitably answered in terms of numbers rather than performance. A Tennessee policy links two percent of state funding to outcomes rather than size. The policy has major implications for funding and performance in colleges and other service-oriented institutions. (Author/MLW)