The arguments of Allan Bloom and E.D. Hirsch, advanced in recent books, are challenged in this article. Both argue that the most serious problem of education has been its failure to transmit a unifying cultural outlook, and both propose curricular reform to correct this deficit. (IAH)

An exploration of the life and work of William Heard Kilpatrick serves as background for examination of the current depiction of him as anti-intellectual and anti-academic. In addition, the progressive education movement and Kilpatrick's involvement in it during the pre-World War II era are examined. (IAH)

Wain criticizes Rozycki's discussion of lifelong education, which took Patricia Cross's book "Adults as Learners" as its point of departure, because of its insufficient consideration of the literature on the subject. Rozycki's response includes his rationale for focusing on Cross's book and discussion of the logical flaws in Wain's review. (IAH)

This essay suggests that Berry is a radical thinker; it discusses his critiques of the current state of education and presents his constructive educational proposals for transforming residents of modern societies into responsible postmodern human community dwellers, examining his reflections and identifying intellectual traditions and literary…

This article is a critical review of the 1992 "Handbook of Qualitative Research in Education." The article examines diverse approaches to qualitative field research, discusses ambiguous relationships between education and parent disciplines, notes how the collection represents current dialogue, and examines chapters on critical ethnology. (SM)

Presents a translation of an interview with author Jacques Derrida conducted by Francois Ewald. The interview examines Derrida's philosophy; discusses several of his works; and describes how he works, looking at the relationship of deconstruction to his work. (SM)

This paper responds to Jacques Derrida's essay on Paul de Man, discussing three aspects of responsibility and exploring their implications with respect to teaching: responsibility as vulnerability, responsibility as autobiography and memory, and responsibility as the structure of iterability in writing. (SM)

Traces current controversies about the nature, design, and import of education to their source in radically different conceptions of character. General education should involve acquiring four arts of character (sensitivity, originality, engagement, and commitment) that merge the different modes of thought into the common enterprise of good general…

This paper explores the relationship between the subjective and objective dimensions of teaching and the tensions between them, arguing that objective considerations lead ultimately to the subjective domain. Both domains are important, but the subjective domain risks being devalued by current educational attitudes and practices. (SM)

This analysis describes some of the general features of art and goes on to look at what the artistic treatment of research entails. Artistically crafted research that includes coherence, imagery, and particularity can help to explain what is important about schools. Further, the education of teachers should be regarded as the education of artists.…

This article interprets epistemological bias in recent educational research. It examines the qualitative research text as a culture form; analyzes the concepts of voice, hearing, listening, reading, and text; critically appraises attempts to recover and re-present the "voice" of the other; and proposes how this voice and presence can be…

This essay shows how classroom conversation is musical and how this musicality is fundamental for one's sense of discourse coherence. To make its argument the paper looks at approaches to music and relationships between music and educational practice. Discussion covers symbols of affiliation and boundary, moral formation and discourse, and an…

This essay explores "modernity's" influence on school art and on educators and researchers. It argues that the deep channels of modernity have cut fine arts away from the curriculum, isolating it on an island of professional practice and specialized study. A new approach would reinterpret art as popular, political, site-specific, communal, and…

This paper explores how a dance scholar's experience in dance is represented in her educational research. Discussion covers perceptions of art, body-mind dualities in schools and educational practice, the process and products of research and choreography, and crafting the choreography of research. (JB)

This paper examines the art of Rene Magritte to illustrate how artworks provide a number of dimensions for realizing experience, for creating knowledge, and for a changed role of interpretation in educational research. The paper argues that works of art provide new gestalts and new grounds for confidence. (JB)