Criticizes Marxist author (Professor Edgley) for inconsistencies in his writings on the contribution of schooling to society. Edgley's failure to distinguish between the terms education and schooling leads to confusion. Also, his argument that failure in school leads students into manual labor is an overgeneralization. (KC)

Dunlop (Journal of Philosophy of Education; v14 p178 1980) suggests that people give up their capacity for independent judgment in face of coercive public standards. The author agrees, but believes Dunlop's appeal to intuition should be replaced with an appeal to universal criteria of rationality. (KC)

Discusses the conflict between educational practices and the ideal to educate students for democratic autonomy. The conflict is heightened by the fact that the work most people do exercises their education not in the form of academic skills obtained, but in the form of discipline and obedience that schools implicitly inculcate as part of their…

Examines the nature of educational theory and its relationship to practice. Discusses barriers in translating theory into practice and concludes that the educational theorist is subject to severe role conflict. (Author/KC)

Examines three ways in which educational theory could be of use to teachers and demonstrates that only one possibility--theory used to reflect on action--is practical. Also analyzes the teacher's perspective and suggests a method for identifying behavioral science theories which are potentially useful to the teacher. (KC)

Analyzes philosophical concepts of learning and examines the logical relationship between the concepts of learning and the concepts of teaching. Concludes that criteria for the application of the concept of teaching derive from the application of learning concepts. (KC)

Discusses the use of manipulative teaching practices and contends that manipulation is to be condemned in teaching except in unusual circumstances. The author clarifies the notion of manipulation and distinguishes its forms from other teaching methods. (Author/KC)

Discusses the goals of moral education in terms of helping students to do more than tell the difference between good and bad and to make sound judgments. Moral educators should primarily be concerned with strengthening the wills of their students. (Author/KC)

Criticizes the tendency in moral education to teach students that one moral opinion is just as valid as any other. The approach is a misleading way of expressing a correct philosophical conclusion about the heterogeneity of morals. The paradox is that the person who thinks all moral views to be morally equal would have no moral views. (Author/KC)

Suggests a unitary approach to multicultural education rather than the approach which promotes relativism of knowledge, understanding, and values. The unitary approach does not entail indifference to, or belittling of, cultural diversity but rather strives for educational justice for all students. (Author/KC)

Presents eight alternatives for changing a curriculum of general education to reflect the multicultural nature of society. The alternatives are derived by presenting a pair of opposed views concerning the questions of substantive content, procedural content, and the purposes of multicultural education. (Author/KC)