Teachers must learn to act consciously on principle if we are to make justice the central value in the school system and thus provide an equal education for all. (HMD)

An existential approach to teaching looks for meaning in the social and individual realities of being human. Personal reality involves the possibility of self-consciousness, of choosing, and of unpredictability integrated with the individual's motivation to produce a successful approach to action. (JMF)

Inclusion of arts and humanities as a central part of any curriculum is defended by their ability to create critical awareness, to develop a sense of moral agency, and to foster conscious engagement with the world. (MJB)

Current educational reports have presented "excellence" as a central goal of education. A discussion of this term and what it means to the teaching profession is offered. (DF)

This article encourages teachers to think about how they teach. Teachers must pay attention to their actions, interventions, and their own life history. The vision and value of teaching are explored. (DF)

Education should release humans to reach out from their own places in the world so that they can make sense of how they live and what they encounter around themselves. This sort of education, which will "humanize" the world and populate it with "self-understanding" citizens, will allow for the evolution of alternatives to destruction and war. (CJ)

The case for free will, with references to Skinner and Sartre. (SP)

The review of an article concerning the student revolution is presented. (CK)

Discusses the importance of school-community relationships and the role of schools and education professors in working to better society and end racism, sexism, and poverty. The article stresses the need to change the practice of ignoring social problems by searching for a language of compassion and communication. (SM)

Discusses issues of unequal education and marginalization for members of various minority groups (homosexuals, women, and ethnic minorities). The paper emphasizes the need for a deepening consciousnes of inequalities, contradictions, and neglect and a curriculum that can provoke people to reach past themselves and be recognized. (SM)

Current school restructuring challenges passivity and rigidity and provides new openings in experience, which creates good contexts for art education and aesthetic education. The paper discusses how such education opens people to visions of the possible rather than the predictable, thus creating a community of distinctive individuals. (SM)