An examination of issues raised by and criticism of revisionist and neo-romantic educators reveals that both groups have failed to recognize the emergent nature of the technocratic ideology and its ecological and existential implications for society. (JMF)

This article examines the values and typifications that underlie the conservative center of society; whether they are still viable in view of our ecological situation, and how they are reinforced in curriculum materials. (MM)

The author describes basic characteristics of an emerging societal ideology which he calls "technocracy," or "technogoical consciousness," and discusses ways in which the use of behavior modification, career education, and competency-based education promote the socialization of students to this restrictive ideology. (MJB)

An examination is made of dependency in the area of educational analysis and policy formation on the use of metaphorical thinking. A clarification is made of the conceptual difficulties that arise from the inability to understand the difference between the phenomenological world and the symbolic world. (JN)

The author questions basic assumptions for improving teaching and teacher education programs advanced by Donna Kerr (Teachers College Record, Spring 1983). Overemphasis on educational theory and technique separates teaching from subject matter content and from the context of the student teacher relationship. (PP)

The theories of various neo-Marxist philosophers are examined for insight into their views of human nature that underlie educational proposals. Important education and social policy issues are explored by Marxist theorists. (DF)

Paulo Freire's educational philosophy is analyzed to illustrate how attempts to liberate pedagogy from cultural domination can themselves become culturally specific and hegemonic. Freire takes for granted Western assumptions about individualism, progress, and secularization, although he hoped to liberate traditional cultures from culturally…

Four propositions concerning the cognitive structures of technological thought and liberalism are analyzed and the influences of these structures on the socializing role of public education are discussed. (JD)

Two issues facing educational reform in postindustrial society are: (1) the imbalance between society and its ecosystem; and (2) the inability of traditional liberal-technocratic approaches to deal with the imbalance without engaging in cultural domination. These issues are discussed in relation to critical theory, existential phenomenology,…