Discusses the three counterforces that work against teaching art in the schools: (1)students' naive concepts; (2) schooling's neglect of intelligent behavior; and (3) counterproductive disciplinary procedures. Presents the concept of "invisible art" used to teach an experimental course in art appreciation. Includes extensive references. (MD)

Describes the Arts in Education Program developed in rural Pennsylvania schools. It is made up of educational leaders, artists, community members, university faculty, teachers, students, board members, and an Arts in Education staff. The team works to improve the quality of life and education for students through the arts. (MD)

Describes an art appreciation lesson conducted by a third-grade Tennessee teacher and her ability to respond to the students' creative insights. (MD)

The Townshend Elementary School (Vermont) has developed brief morning meetings at the start of the school day where students and faculty sing together in a daily celebration. Since developing the morning program, the school has noticed positive changes in academic and social climate. (MD)

Outlines the importance and the relationship between the teaching of cultural literacy and the teaching of basic skills (such as reading) to students in the early grades. Points out that educators need to reexamine the slogans that undermine the teaching of traditional knowledge to young children. Includes references. (MD)

Critiquing the previous article, the author points out that to move beyond slogans educators must realize that cultural literacy cannot be scientifically prescribed. Cultural literacy evolves from the complexity of children's backgrounds and experiences, both at home and at school. (Author/MD)

E. D. Hirsch responds to the critique of his article on the need for cultural literacy. He insists that teaching traditional content is socially progressive. (Author/MD)

Stephen Tchudi, the author of the critique of Hirsch's article on cultural literacy, responds to Hirsch's reponse to his critique and asks: Who gets to define traditional content? (MD)

Reviews author E. D. Hirsch's new book, "Cultural Literacy." (MD)

Another reviewer of E. D. Hirsch's new book, "Cultural Literacy," criticizes the book's concepts and points out that a better title might be "Cultural Literacy: How Good Ideas Go Wrong." (MD)

Discusses the amount of violence that children are exposed to and proposes that this can be counteracted in the schools by teaching more about the history of nonviolence in social change movements in this country. Includes five references. (MD)

In a recent survey of parents and early childhood professionals the prevalence of war play among children and an increase in the amount of violence in children's play was noted. Outlines how the deregulation of children's television during the Reagan administration has affected children's exposure to violence in children's television programming.…

Outlines the new movement to teach conflict resolution in schools nationwide. It teaches students how to resolve their differences peaceably in an increasingly violent world. Includes a sidebar with a resource listing. (MD)

Describes the student mediator program developed at the William E. Ferron Elementary School (Nevada). Since the program began, the number of discipline problems referred to the principal has declined. Includes a sidebar outlining the steps used for orientation of mediators. (MD)

Short and long term strategies for implementing critical thinking skills into school programs are discussed. The short term strategy is to teach analytic skills within established subject areas, while the long term strategy involves recognizing and overcoming the unconscious obstacles to development of sound critical and dialectical thinking. (TE)