A series of papers on the history of higher education is presented with a focus on the interaction of gender and religion with the curriculum in shaping educational experiences and outcomes. Papers are as follows: "Introduction to Volume Six" (Lynn D. Gordon); "Farmer's Daughters: The Education of Women at Alfred Academy and University Before the…

Eight papers from a 1982 meeting of the Dean's Grant Projects examine issues related to the current status and future needs of mainstreaming handicapped students. M. Reynolds begins with "Facing the Future in Dean's Grant Projects," in which he examines the progress of Dean's Grants and suggests that the future will bring problems…

Like other social sciences, education has not yet established widespread consensus concerning its own elemental truths. Seeking absolute solutions to the problems of education under such conditions is futile, frequently resulting in the rejection of the good aspects of educational concepts when those concepts fail to meet expectations as…

Modern educational research has its foundation in the fact finding techniques of the great educational organizers and administrators of the last century. Those individuals brought about the change from education administered in terms of tradition, to education administered in terms of knowledge. They created an atmosphere in education, accepting…

As a teacher of history in the early 20th century, Henry Johnson believed in the importance of making history meaningful to students. He hoped that it would teach critical inquiry skills which could be used throughout life. He also emphasized the developmental aspect of history to explain how the present grew out of the past. Johnson studied the…

The history of education may also be a history of society. Today's problem is that too few want to look at history in seeking to improve education. (Editor/RK)

Deliberate Psychological Education is an emerging method for delivering psychological services. The focus is educational and preventive and the aim is to increase personal learning and psychological competence via educational experiences that integrate intellectual, conceptual knowledge with affective, personal knowledge. A number of psychological…

The relationship between student perception of teacher behaviors and change in students' attitude toward a course in preservice teacher education was studied. The course selected was School and Society, a required course in educational foundations. Subjects included 87 students enrolled in eight sections taught by six instructors. A common…

A new educational foundations course at Indiana University combines human relations training, contracting, and field experiences. Entering students are given a course overview, assigned to an area school for six hours per week, and pretested using various personality instruments. The class is subdivided into reference groups, with one full-time…

The contents of this volume, selected from the original Philosophy of Education Project, are reprints of significant articles, excerpts from books, and monographs by some of the most prominent scholars to write on the philosophy of education in the last century. Criteria for selection of articles for this volume were: 1) relevance to the subject…

It has been the purpose of this report to establish through a philosophical framework a general education curriculum model that could be applied within an institution of higher learning. An attempt to merge the general educational ideal of "commonality" with the flexibility of "individualism," and the "reality" of contemporary society is…

A reconsideration of the author's 1978 book, "Thinking about the Curriculum." Argues that we need, above all, a way of understanding institutions themselves as the necessary context for curriculum deliberation and action. (TE)

States that the academic course of study in secondary schools has changed only modestly since the late nineteenth century. Illustrates this point by examining changes in the mid-1800s curriculum of the Cambridge, Massachusetts, High School. Includes tables which show the high school's course of study during the period. (GEA)

Four assumptions of the current reform movement in teacher education are critiqued: (1) that teacher education should be at the graduate level; (2) that teacher education should be more relevant; (3) that higher admission standards and increased testing are good; and (4) that higher standards will be mean higher salaries. (MT)

Prospective teachers at two universities were surveyed to determine their perceptions of the social foundations component of their training. Results are discussed. (Author/DF)