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I offer a close reconstruction of John Dewey's account of vocation in "Democracy and Education", bringing out the existential and aesthetic dimensions of Dewey's idea that vocations constitute perceptual environments for their practitioners. Although Dewey offers this idea to teachers only as an insight about student development, I contend that its most powerful educational implication concerns the growth of teachers. Picking up where Dewey left off, I investigate to what extent teaching constitutes an educative environment for teachers. I conclude that, while the environment of teaching is an exceedingly rich one, the basic working conditions of teachers and the ethos of education often frustrate their attempts to interact with this environment. I conclude with a critique of some of the forces that narrow the range of what teachers notice, feel, and learn in the course of their work.

The dominant theory of what people can learn implicitly is that they learn chunks of adjacent elements in sequences. A type of musical grammar that goes beyond specifying allowable chunks is provided by serialist or 12-tone music. The rules constitute operations over variables and could not be appreciated as such by a system that can only chunk elements together. A series of studies investigated the extent to which people could implicitly (or explicitly) learn the structures of serialist music. We found that people who had no background in atonal music did not learn the structures, but highly selected participants with an interest in atonal music could implicitly learn to detect melodies instantiating the structures. The results have implications for both theorists of implicit learning and composers who may wish to know which structures they put into a piece of music can be appreciated.

Argues that the ethics of teaching concerns the relationship between the teaching and the good life. Uses Bernard Williams' ethics/morality distinction. Connects the question of "why teach?" with the question "how should I live?" Asks why the practice of teaching is worth it in terms of self growth and monetary gains. (CAJ)

Examined impact of gender and life-cycle stage on three components of work-family conflict using sample of 3,616 respondents. For men, levels of work-family conflict were moderately lower in each successive life-cycle stage. For women, levels were similar in two early life-cycle stages but were significantly lower in later life-cycle stage. (Author/NB)

Investigates the personality characteristics, leadership behaviors, and influence tactics of champions of technological innovations. Champions reported using transformative leader behaviors significantly more often than nonchampions. Formally appointing individuals to a project-championing role may undermine their intrinsic motivation and jeopardize the innovation's ultimate success. Includes 77 references. (MLH)