An educator's personal narrative describes how caring for a friend dying from AIDS led to caring about an essential theme in educational theory and practice: human historicity. The article examines pedagogical implications of raising children in a world filled with social ills, noting education's role in curtailing the ills. (SM)

Contemporary philosophical and political theories place high hopes on the concept of deliberative democracy. Within educational research, there seems to be widespread agreement that if students are to be educated for deliberative democracy, actual classroom deliberation constitutes an indispensable educational tool. From the standpoint of…

In this essay, Benjamin Baez and Susan Talburt analyze the U.S. Department of Education's Helping Your Child Series to consider how the government of children, families, and schools reflects a concern with two seemingly unrelated political objectives of neoliberal projects: creating responsible, self-reliant citizens and making schools more…

This article explores the validity of values clarification as an approach to values education. Several passages from "Values and Teaching: Working with Values in the Classroom" (1966 and 1978, Raths, Harmin, and Simon) are used in a discussion of criticisms leveled against values clarification. (DF)

Examines the theoretical underpinnings of the debate on the transferability of critical thinking skills and discusses methods of fostering critical thinking in the classroom. The foremost task in teaching critical thinking is fostering in students habits of inquiry which lead to a disposition to seek intellectual, moral, and social integration.…