In "We Need to Teach for Ethical Conduct," Dr. Robert Sternberg argued that students act unethically because they are unable to transfer principles of ethics into practice. While I agree that this is partially the case, it is also the case that unethical behavior is a result of the prevailing educational-philosophy: radical…

Instead of being a simple concept, "student-centered learning" is actually a complicated and messy idea that has encompassed a wide range of sometimes fundamentally different meanings, each holding important implications for education. Thus, educators need a more nuanced and more productive framework for conceptualizing…

This article challenges the overemphasis in early childhood education on young children's development and its relative inattention to their learning. The author argues that learning leads cognitive development, and that early childhood educators should be more centered on teaching for learning and less on facilitating development. An alternative…

The relatively new field of children's geographies builds on the theoretical foundations of human geography, critical geography, and spatial theories to examine the places and spaces children inhabit and create. This article reviews four major themes in children's geographies relevant to education: exclusion and agency, the social construction of…

This paper responds to David Elkind's article "The Problem with Constructivism," published in the Summer 2004 issue of The EducationalForum. It argues that Elkind?s thesis?teacher, curricular, and societal readiness lead to the implementation of constructivism?is conceptually problematic. This paper also critiques constructivism and supports…

As any glance at contemporary educational literature demonstrates, the concept of "constructivism" carries with it enormous appeal. Contemporary literature also reveals that many current educational reform initiatives encourage teaching practices that many people refer to as constructivist (Brooks and Brooks 1993; Roth 1993; Crawford and Witte…

Outlines the philosophies and theories of Joseph Schwab (deliberation toward decision), William Bagley (disciplined classroom progress), and John Dewey (pragmatism and education through occupations). Suggests elements to guide contemporary curriculum: respect for theory and practice; theory as guide, not determinant; and theoretical principles…

Surveys the state of curriculum research and scholarship in the 1970s. Reviews debates over the scope of the field, the revolt against scientism and rationality, and a conservative backlash. (Contains 43 references.) (SK)

Self-ratings of 21 preservice teachers, 23 education graduate students, and 20 education faculty were obtained on their training and concept knowledge in philosophy, psychology, and education. Foundational knowledge of most informants was less than satisfying, suggesting a need for more awareness of the roots of educational practice. (SK)

Examines the difficulty which the limited scope of Mary Louise Segeul's history, contained in The Curriculum Field: Its Formative Years, poses for an understanding of the development of the curriculum field and suggests the outlines of a more adequate curriculum history. (Author/RK)

The gloomy thesis, critized in this article, proposed that covert, socially-sanctioned messages outshout, outweigh, and outlast the overt messages of subjects. What is being taught is enculturation. (Author/RK)

Examines the shortcomings of the two major schools, behavioral and humanistic, that presently dominate the educational establishment's thinking about developing course objectives. Proposes a new pedagogical approach which allows educators to develop course objectives that illuminate the relationship between classroom methodology and content, and…

Examines ideas about heredity, racism, and the development of the eugenics movement, which influenced curriculum thinkers in the period of the "naturalistic mind" and progressivism; the eugenics movement's influence upon education for the gifted; and continuing similar attitudes as to the limited effect of environment on individuals compared to…

Discusses specialization vs general education, stating that a good general education is needed now more than ever. For better general education, teachers must be adequately prepared and outstanding teachers rewarded. Teachers and parents must participate in developing a curriculum adapted to individual pupil needs and abilities. (MF)

What the teacher teaches, subject matter, to the student, the indirect object, was the subject of this article. Curriculum theorists and curriculum development were evaluated against that background. (RK)