This article explores the evolution, ideology, characteristics, and public policy implications of the Christian school movement. (CB)

This paper examines Aristotle's view of the family as providing indispensible motivations for the moral education of the young, the inadequacy of the family in providing moral education, and the need for laws to protect the community and to educate the community regarding public affairs. (MT)

This paper offers an interpretation of John Dewey's educational thought from an ecological point of view, i.e., one which sees educational activity as an interrelationship between human organisms and social environment and the nonhuman biophysical environment. (MT)

Nearly every work of John Dewey's presupposes a well-thought-out, well-organized theory of the nature of consciousness. This paper sketches the development of Dewey's theory of consciousness. (MT)

Discussion based on R. S. Peters book Ethics and Education" which argues the justification of punishment in the enforcement of school rules. (MB)

Response to criticism made of author's The Confrontation Between Experimentalism and Existentialism: From Dewey Through Heidegger and Beyond." (MB)

Harold Rugg of Teachers College, Columbia University, died in 1960. Author presents an analysis of his ideas about creativity" which only recently have become the concern of sociologists, psychologists and educators. (MB)

In this critique of June T. Fox's article (EJ 003 566), author contends that Bruner has resolved experimentally some of the rather muddy philosophical ideas suggested by Dewey and that the remaining differences between them may ultimately be seen as differing aspects of an identical problem. (Author/MB)

In writing on the subject of industrial education in the early years of the century, Dewey's strategy was to describe the possibilities for imaginative educational uses of industrialism and to contrast these with wrong tendencies in the vocational education movement. (Author/MB)

Author gives attention to the aspect of Newman's thought which holds that a liberal education is concerned not so much with gaining knowledge as with an active intellectual involvement with it. (Author/MB)

Article deals with the concept of civilization mainly as expressed in Toynbee's A Study of History." (Editor/MB)

In this essay author attempts to locate elements of Hegelian philosophy of education and separate them as much as is possible and desirable from the metaphysical matrices in which they are embedded. (Author/MB)

Author's response concerns Leroy F. Troutner's paper What Can the Educator Learn from the Existential Philosopher?" written in 1966 for The Philosophy of Education Society. (MB)

This article answers C. M. Smith, The Aesthetics of John Dewey and Aesthetic Education" (EJ 039 063) where Smith claims that Dewey posits a discontinuity between art and every day events. Author claims that Dewey posits a differentiation but not discontinuity. (MS)

The author responds to criticism from Ernest E. Bayles (AA 511 455) of an earlier article dealing with John Dewey's philosophy of art and the artists' relation to everday events. (MS)