Examines the University of Michigan between 1945 and the early 1960s as a case study of the physical and philosophical changes that occurred to usher in the process of university corporatization. Focuses predominantly on one major research project, the Phoenix Memorial Project, that set in motion many of these changes. (DSK)

Reexamines aspects of the "real books/reading scheme books" debate that erupted into British literacy education in the late 1980s. Argues that the debate was not over-polarized, but that it did not take appropriate account of scholarly review of related research. Notes the relationships to current developments in the field. (DSK)

Demonstrates how education can be studied through folk literature and humor, using Seba Smith's folk hero, Major Jack Downing. Illustrates a broadened conception of what constitutes education and contributes to education other than schooling. (Author/CK)

Examines the relationship of norms and conventions of society at different periods to child portraiture. Questions whether artists influence educators or educators influence artists. Concludes that child images in early modern portraiture are representative of educational ideals. (Author/DB)

Follows trends in American university faculty salaries and duties since World War II. Concludes that the job market is tighter than ever before, teaching loads are higher, and there is little encouragement for research. (Author/DB)

Outlines the life and philosophy of noted French child psychologist, Henri Wallon (1879-1962). Reviews the philosophical origins of the Wallonian Approach including the theory of emotions, the development of representational thought, the role of imitation in the formation of representation, and the role of language in the development of thought…

Analyzes the way in which schooling has traditionally been used in the United States to inculcate national identity and culture. The analysis is based on research about political socialization at different time periods and on widely used textbooks. Also discusses questions of indoctrination. (DB)

Maintains that women are a critical, yet neglected part of U. S. education history. Reviews six recent works in the field and pleads for a new history of women's education in the United States. (JDH)

Interlaken School (Indiana) was an elite boys' preparatory boarding school that combined Hall's definitive theory of adolescence and Spencer's theory of social evolution into both a philosophy and a pedagogy. Interlaken was portrayed as an isolated mythologized community that combined manual with mental development and believed that adolescent…

The origins, history, work, and aims of the International Commission on Mathematical Education (ICMI) are described. The changing structure of the International Congresses on Mathematical Educational (ICME) are noted. (MNS)

Presents the biography of A. Z. Krygowska (1904-88) covering her school years, university studies, and professional work as a teacher, teacher educator, and scientist. Emphasizes the influence of her teaching experience on both her interest and scientific work in the didactics of mathematics. (12 references) (Author)

Illustrates the pedagogical implications embodied in Liu Hui's discussion on the ancient Chinese mathematical classic "JIU ZHANG SUAN SHU" (Nine Chapters on the Mathematical Art) with respect to aspects of proof and, more generally, the role of proof in mathematics. Provides examples involving area and volume. (Contains 25 references.) (MDH)

Presents and analyzes several proofs of a property of the area under a hyperbola credited to Gregory of Saint-Vincent, a seventeenth-century mathematician. A historical perspective shows a connection between culture and the discovery of a mathematical theory. The universality of mathematics implies a variety of procedures. (Author/MDH)

Pays homage to Freudenthal, a man who knew no cultural boundaries and who opposed obscurantism. His thoughts and works went in many complementary directions--mathematics, history of mathematics, mathematics education, and philosophy. He opened mathematics education to everyone and never lost the intellectual requirements of a great scientific…

Gives an impression of the way Freudenthal worked on mathematics education during the period after World War II, until the early seventies. Shows how Freudenthal approached research, both in education and in mathematics education. Examines two core themes in detail--learning mathematics and developing mathematics education. (Contains 52…