Suggests that Habermas' theory of communication fails as a framework for ordinary understanding of communication in teaching, outlining Habermas' theory, indicating several puzzlements in its pedagogical significance, contending that it runs counter to how people usually speak of communication, analyzing the ordinary concept of communication, and…

Clarification is made of a stand taken on the subject of preferential treatment of minority students in college admissions. (JD)

Arguments in favor of policies of preferential treatment for minority groups in higher education are subjected to philosophical analysis. (GW)

H. Michael Sokolow's position on whether or not educational institutions should be regarded as morally responsible (in reference to various important contemporary problems) is critiqued, and an alternative view of educational institutions' moral responsibility is offered. (Author/CJ)

The concept of educational policy is analyzed to make clear that any educational policy contains sources of controversy by virtue of its conceptual components. This article examines factors of educational policy and presents guidelines for its formulation, adoption, and implementation. (MT) policy. (MT)

This article discusses sensory perception. The author reorganizes a previous conception of the interaction between sense organ and physical object and suggests how educational researchers study the perception of physical objects. (DF)

It is unlikely that disadvantaged students will be able to meet the Educational Testing Service (ETS) alternative admissions criteria, which are based on traditional concerns: cognitive learning style, motivation, commitment to education, and achievement in a given field. ETS should consider how to enhance these students' public school…

Presents a basic examination of non-physical mental acts as educational objectives. (Author)

Examines the relationship between moral right and moral duty to be educated, discussing duty, right, education, and moral theory and suggesting that moral right and moral duty to be educated are partially independent and totally compatible with each other. Neither is superior, and both should be included in moral theory. (SM)