Argues that there are four senses of understanding that are relevant to the possibility of educating for tolerance and consensus in situations of diversity in beliefs and attitudes. Contends that education in understanding, by teachers sensitive to the abilities of children, could make a contribution to the promotion of tolerance. (CMK)

Addresses the question of whether education of the emotions is a coherent possibility. Argues that much confusion on the topic derives from the common myth of the separate and opposed faculties of feeling and reason, often reflected in misguided curriculum practice. Finds that education of emotions is a crucially important possibility, requiring…

While there is a place in education for factual knowledge and useful skills, they should be recognized as of secondary value. The primary qualities that should be taught are the development of (1) moral values and attitudes and (2) critical independent thinking in a spirit of creative inquiry. (Author/RM)

It is not always clear which interests or activities are designated by the term "aesthetic education." The term may be construed in ways which can be potentially harmful, in a practical sense, to educational policy. (RM)