Interprets the historical development of major curriculum theories in terms of their relation to creativity as a goal of organized learning. Also explores the development by discussing the organizing of learning for creativity from the viewpoints of different sociological paradigms. (SLD)

Makes the case that the primary mission of education is the preparation of artists, using a conceptualization of artistry that encompasses not just the fine arts, but anything made well. The cognitive processes so important in the arts are critically important in all other walks of life today. (SLD)

Presents concepts and research problems dealing with education governance and social inclusion and exclusion. Considers education restructuring, as a recent international movement, as a combination of transitions in governing and new managerialism. Makes the case that it is necessary to understand the system of reasoning in order to capture the…

Describes changes in governance discourse and practices in Icelandic primary and secondary education in the late 1990s. Budget reform, curriculum changes, and school-based self-evaluation aimed at a greater financial and pedagogical accountability of school professionals, especially principals, has changed the role of principals and teachers in…

Discusses how current changes in the system of reasoning about education in Finland, Iceland, and Sweden are characterized by culturally woven patterns in high marketization strategies are introduced as technically effective devices both for educating the best and to increase inclusion. The system of reason presupposes that the neo-liberalist…

Considers the role and aim of education in the thinking of J. Rousseau. To Rousseau, education serves as a medium between nature and society, with the task of education being that of turning man into a social being. Discusses Rousseau's philosophy in light of his novel "Emile." (SLD)

Discusses how the conceptual apparatus and modus operandi of games theory provides a research heuristic for understanding the strategic possibilities inherent in typical classroom situations in which the interests of students and teachers are partially concurrent and partly in conflict. Also discusses the preconditions for contracts between…

This article discusses the contacts between Swedish and Polish educational theory and points to the influence of the Swedish educationalist Ellen Key on the thinking of the Polish pediatrician and educationalist Janus Korczak. Different approaches to Korczak's works are identified in international research. (SLD)

Presents a conception of word recognition involving both phonological and orthographic processes. Discusses three explanations about the origin of orthographic processes in word recognition, and suggests that automatic orthographic word recognition is directly dependent on children's amount of reading practice in an out-of-school setting.…

Accounts for the paradox posed by F. Lord (1967) concerning the logic behind statistical adjustment with preexisting groups in both causal and descriptive terms. The account of the paradox illustrates the need for causal metamodels. (Author/SLD)

A three-stage research project in Iceland traced the development of interpersonal competence of 8- to 11-year-old students in solving communication conflicts, developed an intervention and prevention program, and studied the professional development of 14 teachers in relation to students' sociomoral and interpersonal competence development. (SLD)

Expands the description of the teaching-learning process to a teaching-studying-learning process that emphasizes the active role of the student. Suggests that interaction is the central concept in this process and considers direct and indirect interaction. (SLD)

Addresses the nature of knowledge that works in practice in the context of professional education and learning, suggesting that knowledge that works plausibly can be viewed as causal knowledge of action-result linkages. Explores the difficulties involved in data-based inferences. (SLD)

Describes Q methodology and describes its application to counseling education because of its ability to give meaning to transitive thought. Suggests Q methodology as a useful systematic approach for counselors to learn about themselves and to include the feeling part of thought in their practice. (Author/SLD)

Discusses the role of theoretical knowledge in seeing and makes the case that direct and indirect forms of cognitive perception are pervasive forms of seeing in educational practice, and that both forms are fundamentally theory laden. Suggests that theoretical knowledge enhances our capacity to see in practice. (SLD)