Explores the meaning of pedagogy as something that lets an encounter, relationship, or a doing be pedagogic. Concludes with how phenomenology helps bring to light that which presents itself as pedagogy in adult relationships with children. (Author/JM)

This essay addresses the problem of the nature of curriculum integration, and an attempt is made to lay the basis for a theory of integration. An aspect of the relationship between mathematics and physics is discussed. (Author/MLF)

A critique of existing conceptions of citizenship education is presented. The major conceptual areas that must be clarified are discussed in order to provide the foundation for a reconstructed theory of citizenship education. (Author/MLF)

Presents a comprehensive criticism of educational reform and educational forms using the notion of fit between formal education and the future social status of children. Argues for a version of competency-based meritocracy. (Author/MLF)

To make aesthetic forms a significant force for changing what schools do requires that we reconsider the nature of the aesthetic experience and begin to uncover the complex of connections between aesthetic, ideological, and economic/political forms. (Author/MLF)

Epistemological analysis is used to further conceptions of the practical in curriculum endeavors. Employing a broad conception of knowledge, the practical is seen as having rich possibilities for dealing with significant curriculum issues. (Author/MLF)

Curriculum development is a moral enterprise because it is concerned not so much with what is as with what ought to be. (Author)