Showing papers in "School Science and Mathematics in 1919"
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
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TL;DR: Sampson as discussed by the authors presented to teachers of physics the results of recent research, and the articles and items will be nontechnical, and it is hoped that they will furnish material that will be of value in the classroom.
Abstract: It is the object of this department to present to teachers of physics the results of recent research. In so far as is possible, the articles and items will be nontechnical, and it is hoped that they will furnish material that will be of value in the classroom. Suggestions and contributions should be sent to Dr. Homer C. Sampson, Department of Zoology, Ohio State University, Columbus, Ohio.