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This monograph offers insight into the development of the conceptual basis, scholarly inquiry, and professional practice of adult education in West Germany from the end of World War II to the German reunification. Introductory materials are an "Introduction" (Wilhelm Mader) and "Translator's Note and Acknowledgements" (Martin Haindorff). Three papers in Part I deal with three core professional domains: "General Adult Education" (Erhard Schlutz); "Vocational Development" (Wilfried Voigt); and "Adult Education as a Vocation: Lay Job or Profession?" (Roswitha Peters). The two papers in Part II connect political emancipation and adult education: "Feminist Target Groups as a Form of Work" (Wiltrud Gieseke) and "Labour Education" (Wolfgang Hindrichs). Part III examines the relationship of adult education with other "sciences": "The Importance of Sociology for Further Education" (Wilke Thomssen); "Education Science and Adult Education" (Erhard Schlutz, Wilfried Voigt); and "Psychology and Adult Education" (Wilhelm Mader). Part IV explores three theoretical approaches: "Education Science and Adult Education: Theses for a Critical Relationship" (Herbert Gerl); "Experiential Approaches in Adult Education" (Guenther Holzapfel); and "The Biographical Approach to Adult Education" (Peter Alheit). An appendix includes four items by Martin Haindorff: "Ausbildung, Fortbildung, Weiterbildung"; "Bremen's Legislation on Continuing Education and Its Historical Background since 1970"; "University of Bremen: Requirements, Courses, Examination Regulations"; and a 213-item "Annotated Bibliography." (YLB)

This publication reports on the work of four universities in "The Public Schools Rewards Project: A Higher Ed Tough One, which was begun in 1995 and was designed to enhance the value that university rewards systems placed on faculty work with K-12 schools and teachers, and ultimately to improve the quality of education delivered in K-12 schools, colleges, and universities. Following the Prologue by Dan Tompkins, an overview by Crystal J. Gips describes the participating campuses (California State University, Northridge, Temple University (Pennsylvania), the University of Southern Colorado, and the University of Texas, El Paso); presents the project plan; describes what really happened and what was learned; and offers recommendations for other institutions. The next section includes institutional reports: "California State University Northridge" (Sharon Klein); "Temple University" (Dan Tompkins); "University of Southern Colorado" (Donna Watkins); and "University of Texas at El Paso (Kathleen Staudt and Jack Bristol). The report concludes with faculty life histories which explore their experiences in six disciplines: English, history, language and linguistics, political science, psychology and sociology, and science. Following an Introduction by Carol Stoel, the essays include: "Educational Renewal Connections: The Development of English Education at the University of Texas at El Paso" (Tommy J. Boley); "Learning To Teach: Where University Meets Universe" (Amy Birge); "Research and Student Achievement: Developing K-16 Work at the Institute for the Study of Literature, Literacy, and Culture" (Steve Parks); "My Experience with K-16 Work" (William E. Sheidley); "Education Renewal Connections: Experiences in History" (Nicole Etcheson); "Betwixt and Between: A Shifting Understanding of School-College Collaboration" (Morris J. Vogel); "Reflections of One Linguist" (Sharon Klein); "Educational Renewal Connections: Experiences in Modern Languages" (Joan H. Manley); "Personal Reflections" (Dan Tompkins); "The Eco-Literacy Project at Cal State Northridge" (Matthew Cahn); "Educational Renewal Connections: Experiences in Political Science" (Kathleen Staudt and Gregory Rocha); "Education Renewal: Prospects for Psychology" (Lawrence D. Cohn); "A Sociologist's Perspective on Educational Renewal" (Cheryl Howard); "The Public Schools Rewards Project: A Scientist's Perspective" (Steve Oppenheimer); and "My K-16 Involvement" (Jack A. Seilheimer). (Some papers contain notes. Contains 17 references.) (SM)

This book is addressed to faculty trying to incorporate or use community service learning in their courses. The 17 papers are grouped into those on generic issues, on undergraduate course models, and on graduate course models. The papers are: "Community Service in the Curriculum" (Jeffrey Howard); (2) "Preparing Students to Learn from the Experience of Community Service" (Allen Menlo); (3) "Community Service Learning as Innovation in the University" (Mark A. Chesler); (4) "Creating Spaces: Two Examples of Community-Based Learning" (Buzz Alexander); (5) "Integrating Service-Learning into a Course in Contemporary Political Issues" (Gregory B. Markus); (6) "Detroit Summer: A Model for Service-Learning" (Bunyan Bryant); (7) "Community Service Writing in an Advanced Composition Class" (Karis Crawford); "(8) "Field Research: A Complement for Service-Learning" (Kathleen Daly); (9) "Women in the Community: A Course in Social Change" (Christina Jose Kampfner); (10) "Taking Over the Reins: Service Projects in Environmental Studies" (Lisa Bardwell and Shannon Sullivan); (11) "Psychology in the Community" (Jerry Miller); (12) "Adapting Drama Activities for Individuals with Disabilities" (Hilary U. Cohen); (13) "Environmental Action Projects as Community Service Learning" (Peter B. Kaufman and Mari Ziegler); (14) "Contradictory Missions of a Tempered Radical's Teaching" (Sharon E. Sutton); (15) "Student Workshops as Community Service Learning" (Barry Checkoway), (16) "The Social Work Practicum as Service-Learning" (Lily Jarman-Rohde and John E. Tropman); and (17) "Linking Community Service with Independent Studies" (Toby Citrin);(Contains approximately 75 references.) (CH)

As a tribute to the Indiana University Women's Studies Program's first decade, this volume of essays was conceived by the Coordinating Committee. Most of the essays were commissioned by the Women's Studies Program, and some of them were also presented to the campus in a lecture series. Papers are as follows: "The Same or Different?" (Christie Farnham); "Feminism and Anthropology: The Struggle To Reshape Our Thinking about Gender" (Louise Lamphere); "Women's History and the Rewriting of History" (Joan Wallach Scott); "Toward a Paradigm Shift in the Academy and in Religious Studies" (Carol P. Christ); "Remapping Development: The Power of Divergent Data" (Carol Gilligan); "Feminist Research and Psychology" (Carol Nagy Jacklin); "Science and Belief: A Polemic on Sex Differences Research" (Ruth Bleier); "The Task of a Feminist Economics: A More Equitable Future" (Barbara R. Bergmann); "What Research on the Political Socialization of Women Can Tell Us about the Political Socialization of People" (Virginia Sapiro); "Reflections on Black Women Writers: Revising the Literary Canon" (Nellie McKay); "Re-Viewing the Impact of Women's Studies on Sociology" (Jessie Barnard); and "Women, Men, Theories, and Literature" (Carolyn G. Heilbrun). Contains 24 references. (SM)

This book describes and analyzes the teaching that has evolved in mathematics classrooms of teachers who have been forerunners in the effort to implement the National Council of Teachers of Mathematics (NCTM) Standards in Elementary Mathematics. Research and insights from psychology, mathematics, and sociology are presented. Chapters include: (1) "Introduction" (Barbara Scott Nelson, Janet Warfield, and Terry Wood); (2) "Teaching, with Respect to Mathematics and Students" (Deborah Loewenberg Ball); (3) "An Alternative Conception of Teaching for Understanding: Case Studies of Two First-Grade Mathematics Classes" (Thomas P. Carpenter, Ellen Ansell, and Linda Levi); (4) "Teaching as Learning within a Community of Practice: Characterizing Generative Growth" (Megan Loef Franke and Elham Kazemi); (5) "Developing a Professional Vision of Classroom Events" (Miriam Gamoran Sherin); (6) "Commentary 1: Questions and Issues" (Barbara Jaworski); (7) "Learning to See the Invisible: What Skills and Knowledge Are Needed To Engage with Students' Mathematical Ideas?" (Deborah Schifter); (8) "Where Mathematics Content Knowledge Matters: Learning about and Building on Children's Mathematical Thinking" (Janet Warfield); (9) "Two Intertwined Bodies of Work: Conducting Research on Mathematics Teacher Development and Elaborating Theory of Mathematics Teaching/Learning" (Martin A. Simon); (10) "Commentary 2: Issues and Questions" (Barbara Jaworski); (11) "Extending the Conception of Mathematics Teaching" (Terry Wood and Tammy Turner-Vorbeck); (12) "Making Sense of Mathematics Teaching in Real Contexts" (Betsy McNeal); (13) "Commentary 3: Questions and Issues" (Barbara Jaworski); (14) "Constructing Facilitative Teaching" (Barbara Scott Nelson); (15) "Constructivist Mathematics Instruction and Current Trends in Research on Teaching" (Virginia Richardson); and (16) "Final Remarks" (Terry Wood, Barbara Scott Nelson, and Janet Warfield). (MM)

This paper discusses the broader implications of research in the social and behavioral sciences funded by the United States National Science Foundation. A history of the establishment of the Directorate for Social, Behavioral, and Economic Sciences is presented and the role of basic and applied research at the National Science Foundation is discussed. Contributions to the Nation from economics, sociology, geography, political science and other disciplines are presented. The argument is made that the National Science Foundation has enabled the social and behavioral sciences to flourish and they have provided society with scientific knowledge and expertise of relevance to policy makers. [ABSTRACT FROM AUTHOR]

The Nazi regime has compelled us all to recognize the lethal potential of the concept of race and the horrendous consequences of its misuse. After World War II the painful recognition of what had been inflicted in the name of race led to the discrediting of racism in international politics and contributed to the decline and repudiation of scientific racism in intellectual discourse. In charting the rise and fall of racial thought and racism, the growing body of historical literature has tended to focus on racist ideologues from the early part of the twentieth century, ignoring the actual process of the repudiation of racism. Because racism nowadays is perceived as irrational and unscientific, its elimination from culture and science is deemed, at least implicitly, to have been inevitable: once Nazi atrocities had been revealed, racism was rejected. An extension of this view is the historical misconception that Nazi racism was renounced as early as the 1930s. In fact, the response in both the United States and Britain was neither immediate nor of sufficient strength to discredit theories of racial superiority. By 1938 only a small segment of the educated public had reformulated its attitude on the question of race in response to the Nazi menace. This book examines the scientific repudiation of racism by reconstructing the discourse on race in Britain and the United States between the world wars. [ABSTRACT FROM AUTHOR]

Of all the human rights of children perhaps the most important is the right to be safe. As we shall see in later chapters, this right is often a matter of physical safety—being spared mutilation, starvation, or murder, for example. But from the perspective of child development, some of the most important threats to the child's right to be safe come in the form of traumatic experiences, experiences that threaten the development of heart and mind. The word "trauma" has entered into common usage in America. Teenagers speak of a traumatic exam at school. Parents talk about the trauma of a child starting school. Young adults bemoan the trauma of dating. But the real substance of trauma is greater and deeper than these casual references would allow: Trauma is overwhelming psychological threat. Susan Sgroi, a clinical researcher who specializes in sexual abuse cases, uses these words, saying that to be traumatized is "to come face to face with human vulnerability in the natural world and with the capacity for evil in human nature." Perhaps the most powerful simple characterizations is an event from which you never fully recover. To use more conventionally psychological terms, trauma is the simultaneous experience of extremely powerful negative feelings (overwhelming arousal) coupled with thoughts that are beyond normal ideas of human reality (overwhelming cognitions). [ABSTRACT FROM AUTHOR]

INTRODUCTION In a lecture to the philosophical Royce Club of Harvard in 1917, William Morton Wheeler jovially referred to Lamarckism as “the ninth mortal sin.” Wheeler (1865–1937) was by then the world's leading figure in myrmecology (the study of ants), and there was a serious comment underlying his remark; something about his practice of myrmecology had placed him outside the orthodoxy of biology. A sketch of his career hints at why this might be so. Wheeler had formalized an early interest in natural history when he went to Chicago to study embryology under C. O. Whitman. Moving to Texas some time later, he became intrigued by the local ant fauna and returned to his earlier natural-historical passions. The fascination with myrmecology lasted for the remaining forty or so years of his life, to the virtual exclusion of all other types of animal – humans excepted. Most of this time (1908–37) was spent at Harvard. A romantic natural historian at heart, Wheeler was uncomfortably lodged with the applied biologists in the graduate school; by preference he mixed with Cambridge's philosophers, psychologists, and sociologists, along with the zoologists in the Museum of Comparative Zoology. Ants had long been a riddle to evolutionists like Wheeler; though individually simple, their group behavior was extremely complex, embracing activities that were variously interpreted as fungus farming, aphid farming, slave making, mutual feeding, brood nursing, nest building, caste creation, and warfare, not to mention their manifold ecological relationships with other species, both within and without the nest. [ABSTRACT FROM AUTHOR]

The eighteenth century was the period when the debate as to the meaning and value-laden status of luxury came into prominence. The ‘de-moralisation’ undertaken by Barbon as part of his limited and polemical aims was pursued more directly by others and the increasing publicity for this view (especially following Mandeville's contribution) produced, in reaction, a re-vindication of the traditional, moralist – whether humanist or Christian – view. It is important testimony to the salience and implicit seriousness of this debate that it was taken up and pursued throughout the world of letters from St Petersburg to Boston, from Naples to Aberdeen. The sheer size of the literature makes a comprehensive survey impossible but since any such survey would reveal enormous duplication, it would of itself serve little purpose. Accordingly my strategy in this chapter is to concentrate on Hume and, especially, Smith. It would, however, be untrue to the debate to ignore its breadth of expression and reiterative quality. Additionally, of course, the comprehension of Hume (section iii) and Smith's (section iv) own contribution is bound up with an appreciation of the general debate. To that end, therefore, the first section of the chapter will examine briefly Mandeville's historically key presentation. This will be followed (section ii) by noting, again cursorily, the diffusion of ‘his’ ideas, especially in France, and a concluding section (v) will acknowledge the ‘popular’ dimension of the debate. [ABSTRACT FROM AUTHOR]

HAUNTED SENTINELS The difference in the role of race relations in England and the United States directly influenced the concept of race in both countries. Not only was the discipline of anthropology defined differently in each country, but the two scientific communities had little contact with each other. The Americans looked mostly to Germany for intellectual guidance while the English disregarded totally any work done by Americans, especially Franz Boas. So while in retrospect the two communities may seem to have shared much – primarily little tolerance of Nazi racism – and finally to have rejected racism, their experience in the pre-war years was very different. Despite sharing a language, the professional discourse in each community was largely isolated. In the post World War I period, the American scene was saturated with racism of different kinds. The various victims of racism had internalized much of the oppressive ideology and thus their critique of racism arose within. They shared much of the racist world view, including conceptual thinking and language. In hindsight, it is difficult to locate non-racist views, since race was viewed as a scientific fact both in its philosophical and popular versions. This was evident in the prevailing terminology in numerous debates which saw Darwinism replacing other religious metaphysics. From a historical perspective, anyone who followed social and cultural conventions on race could be branded a racist. [ABSTRACT FROM AUTHOR]

The article presents a definition of the term TASTE. When used in an aesthetic context, the term "t." may refer to (1) a person's capacity to perceive and discriminate aesthetic qualities or (2) a person's aesthetic preferences or likings. Both the capacity" and the preferences may be treated factually: we have histories that describe national ts. or changes in t. from epoch to epoch; we have psychological studies of the nature of the capacity and sociological studies of the genetic, cultural, and economic forces that determine the preferences of both individuals and groups.