ETHICAL DILEMMAS IN TEACHING ETHICAL ISSUES IN AGING

Discussed are dilemmas faced by instructors who teach a course on ethics and aging. Decisions need to be made as to whether the course should utilize scientific objectivity or advocacy, relative or absolute standards, a theoretical/ intellectual or applied/personal orientation, and an age‐specific or age‐irrelevant view. Recommendations are provided for educational gerontologists who teach such a course.     

ENHANCING ADULT LEARNING IN AGING STUDIES

The legacy of social work/gerontology education arises from the "training" of good employees for a particular job. As the professionalization of the occupation occurred, a greater proportion of faculty encouraged social work students to become partners in the learning process, rather than subjects to be trained. However, adult learning in formal settings, for the most part, remains instructor designed and directed. With a grant from the John A. Hartford Foundation in New York City, the Council on Social Work Education (CSWE) is preparing social work education for the aging of American society. It is therefore, an opportune time to recognize that it is not only what we teach but also how we make the educational environment for adults more learner-centered that will broaden the agenda of the CSWE initiative.     

PROJECTIVE AGING: AN ENGAGING TECHNIQUE FOR TEACHING ISSUES IN GROWING OLDER

This article presents a teaching technique to help students think about what it means to grow old. In this directed experiential learning situation, students evaluate issues and myths associated with the aging process by imagining their own aging, describing themselves as “old” people, sharing these images, and discussing the realities of aging. Through this process, students are actively involved in their own learning. Reactions to this classroom experience are also presented.     

SOCIAL STUDIES

ADMINISTRATION AND ORGANIZATION: Administration of Special Education by B. R. Gearheart. Springfield, Ill.: Charles C Thomas, Publisher, 1967. 217 pp. $8.50.

The Superintendent of Schools: His Headaches and Rewards by Natt B. Burbank. Danville, Ill.: The Interstate Printers and Publishers, Inc., 1968. 120 pp. $2.95 paper.

Organizing Schools Through the Dual Progress Plan by Glen Heathers. Danville, Ill.: The Interstate Printers &; Publishers, 1967. 228 pp. $5.00.

The Teacher and Administrative Relationships in School Systems by James E. Heald and Samuel A. Moore, II. New York: The Macmillan Company, 1968. 304 pp. $6.95.

Teachers, School Boards, and Collective Bargaining by Robert E. Doherty and Walter E. Oberer. Ithaca, N.Y.: Cornell University, 1967. 139 pp. $2.00.

Modern Education for the Junior High School Years, 2d Ed., by William Van Til, Gordon F. Vars, and John H. Lounsbury. Indianapolis: Bobbs-Merrill Company, Inc., 1967. 592 PP. $7.50.

ART AND LITERATURE: Art in the High School by Guy Hub-bard. Belmont, Cal.: Wadsworth Publishing Company, Inc., 1967. 300 pp. $7·95.

Contemporary English in The Elementary School by Iris M. Tiedt and Sidney W. Tiedt. Englewood Cliffs, N.J.: Prentice Hall, Inc., 1967. 376 pp. $7·50.

COMPARATIVE EDUCATION: New Perspectives in African Education by A. Babs Fafunwa. Lagos, Nigeria: McMillan &; Co., 1967. 163 pp.

Illiteracy: A World Problem by Charles Jeffries. New York: Frederick A. Praeger, 1967. xi + 204 pp. $5.00.

EVALUATION: School Organization and Student Achievement: A Study Based on Achievement in Mathematics in Twelve Countries by Neville Postlethwaite. New York: John Wiley &; Sons, 1967. 146 pp. $8.00.

The Utilization ^of Educated Man-Power in Industry by M. Blaug, M. H. Peston, and A. Ziderman. Edinburgh: Oliver &; Boyd Ltd., 1967. 103 pp. $7.00.

HISTORY AND PHILOSOPHY OF EDUCATION: Studies in the Nature and Teaching of History by W. H. Burston and D. Thompson. New York: Humanities Press, Inc., 1967. 195 pp. $5.00.

Ethics, Politics, and Education by I. B. Berkson. Eugene, Oregon: University of Oregon Books, 1968. 348 pp. $7.50.

Religious Values in Education by John A. Stoops. Dandle, Ill.: Interstate Publishers, Inc., 1967. 167 pp. $4.95.

Educational Requirements for the 1970's edited by Stanley Elam and William P. McLure. New York: Frederick A. Praeger, 1967. 266 pp. $6.50.

The World of Education: An Introductory Text by Rena Foy. New York: Macmillan Co., 1968. 372 pp. $6.95.

PHYSICAL EDUCATION: A Guide to Gymnastics by Frank F. Musker, Donald R. Cassady, and Leslie W. Irwin. New York: The Macmillan Company, 265 pp. $6.95.

Administrative Policies for Intercollegiate Athletics by Edward J. Shea and Elton E. Wieman. Springfield, Ill.; Charles C Thomas, Publisher, 1967. 281 pp. $9.75.

SOCIAL FOUNDATIONS: Triumph in A White Suburb by Reginald G. Damerell. New York: William Morrow &; Co., Inc., 1968. 351 PP. $5.00.

Anxious Youth: Dynamics of Delinquency by William C. Kvaraceus. Columbus, Ohio: Charles E. Merrill Books, Inc., 1966. 291 pp. $3.95.

Statement required by the Act of October 23, 19645 Section 4369, Title 39, United States Code, showing the ownership, management, and circulation of THE EDUCATIONAL FORUM, published four times yearly at West Lafayette, Tippecanoe County, Indiana, as filed October I, 1968.     

SOCIAL SCIENCE INFORMATION FINDING FOR SOCIAL POLICY ON AGING AND RELATED COURSES

This article examines the role that content on social science information finding plays in social policy on aging and related courses. First, there is considerable value for students having first‐hand knowledge of and involvement in social science information searching. Second, new developments in information services such as citation indexing and subject area abstracts and indexes in aging and other fields offer new assistance for students. Finally, incorporation of information services content through practical and comprehensive classroom approaches is discussed. Through incorporating information services content in aging policy and related courses students are better equipped to meet the demands of an information age.     

AGING CURRICULUM AND RESEARCH CAPACITY IN SCHOOLS OF SOCIAL WORK: A NATIONAL SURVEY

Aging related social work research structures are vital in demonstrating the effectiveness of social work services with the elderly population, especially with the current focus on cost-effectiveness of services. However, not much is known about strategies employed by schools of social work to engage in social work research in the field of aging. This study surveyed all accredited MSW programs in the United States and had a response rate of 62%. The survey explored curriculum issues and interest levels in aging at both Master's and Doctoral levels, formal aging research structures within schools of social work and identified strengths and limits of these formal structures. The study also identified strategies for developing social work research in the field of aging in graduate schools of social work.     

DYNAMICS OF ENGAGEMENT AND DISAFFECTION IN A SOCIAL STUDIES CLASSROOM CONTEXT

In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish‐speaking) student population. We tested dimensions of the self‐system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. The classroom context and students’ self‐perceptions predicted changes in engagement and disaffection. Students’ self‐perceptions also mediated the relation between teacher support and engagement and disaffection. None of these relations were moderated by language status.     

论清代骈文研究的几个问题

清代骈兴盛既是清代的政治环境和化环境的原因所致，也是清代学术化的氛围——重实证的乾嘉考据学派影响的结果，同时也与清人打通骈散的骈观念和对骈偶的爱好有关，更是骈散的消长轮回学发展大势之必然。清代骈艺术的时代特点表现在：句式的丰富；语言的纯净；骈散的汇融；风格的平和。清代骈在学史上的地位表现在：它是骈创作最丰富的时期、骈理论最自觉的时期、骈风格最纯熟的时期、骈散交融最和谐的时期。清代骈研究存在的问题是：作家个案研究尚未展开；骈作品研究尚未铺开；骈理论研究缺乏关注，但清代骈的化史层面的研究潜力广阔。     

SOCIAL JUSTICE, EDUCATION AND SCHOOLING: SOME PHILOSOPHICAL ISSUES

ABSTRACT:  Social justice is a key concept in current education policy and practice. It is, however, a problematic one in its application to schooling. This paper begins with a critique of the account of social justice offered by Gewirtz followed by an alternative philosophical notion based on the perfect world argument and the just society where equality is to the fore. This leads on to an exploration of what it is to be an educated citizen, consideration of the just school and discussion of the place of the school as an instrument for attaining social justice. The conclusion draws attention to the importance of the policy web as a way of developing coherent and unified policy designed to achieve social justice for all.