These three articles respond to and clarify "Rationality and Ideology" (Educational Theory v37 n2 Spr 1987). Cato points to weaknesses in the theory that rationality transcends prior ideological commitments. Selman addresses the question of whether or not philosophers of education are removed from practical considerations and examines…

When a student asks a question, he invites learning and teaching. This article analyzes student questions and then uses that analysis to propose a pedagogical plan for responding to questions. (MT)

This article argues that the Macmillan and Garrison concept of teaching called erotetics is not successful because it is not reducible to four recognized types of teaching. These types, which are discussed, include teaching that..., teaching how..., teaching to..., and teaching the.... (MT)

This paper focuses on the fruitfulness of the erotetic concept of teaching for classroom practice by examining a number of extended examples. While the erotetic concept fails to provide decisions about what is to be taught, it does provide a rigorous framework for identifying and discussing conflicting views. (MT)

The erotetic concept of teaching is definded and expanded. (MT)

The cult of efficiency, comprised of leading lights in education early in this century, stressed the necessity of bringing more efficient industrial practices into schools. This article describes the efficiency movement and Ella Flagg Young's dissent. Young's career as teacher, professor, and superintendent of the Chicago schools is highlighted.…

"The Politics of Education: Culture, Power, and Liberation" by Paulo Freire is approached as a focus for radical pedagogy's search for a critical language that stresses the primacy of a politics of emancipation. (MT)

This article critiques "Schooling and Work in the Democratic State" by Martin Carnoy and Henry M. Levin. The book examined the public school as more than an institution that reproduces unequal class relations of capitalist society, but also as a product of conflict between the dominant and the dominated in the paid workplace. (MT)

This essay begins with a description of Jurgen Habermas's theory of communicative action, emphasizing aspects which relate to a critical theory of teaching/learning. Existing theory and research is reviewed. A critical theory of pedagogy as a form of communicative action or interaction is presented. (MT)

This article analyzes the importance of extending literacy as both a historical and social construct for engaging the discourse of domination and for defining critical pedagogy as a form of cultural politics. Paulo Freire's Model of Emancipatory Literacy is discussed, and its implications for developing a radical pedagogy are explored. (MT)

Major theoretical elements from the work of Mikhail Bakhtin are used to develop a dialectical and transformative reading of culture. The literary devices of time and space, characterization, ideology, and ambivalence will allow critical ethnographers to portray the terrain of everyday life. (MT)

A 1911 popular-magazine article by John Dewey is analyzed along with other writings by and about him in an attempt to determine Dewey's views on women, feminism, and coeducation. (MT)

In the period between the First and Second World Wars, the American popular desire for peace was reflected in a number of peace education efforts. The peace education views of John Dewey and Nicholas Murray Butler are compared. (MT)

This paper presents a critical examination of the work of Christopher Lasch. The individual's growing sense of helplessness, the development of a "minimal self," the impact of mass culture on education, Lasch's proposals to resolve the culture crisis, and the relevance of Lasch's views to the reform of social education are addressed. (MT)

Lawrence Dennis' fascist views of education are reviewed. Political, economic, social, cultural, and historical circumstances which have stimulated some significant fascist elements in American life and schools are traced. (MT)