NEGRO SUNDAY SCHOOLS

In this article the phenomenological approach to religious education is subjected to careful analysis and criticism. Something of the contemporary debate on the nature of religious education between liberals and conservatives is sketched in, before the origins and nature of the phenomenological approach to the study of religion are considered. This is followed by an account of the way in which the phenomenology of religion proper has been appropriated by educationalists and developed into what is regarded as a suitable methodology for religious education. Finally, it is argued that certain features of a phenomenological approach to religion are untenable in the light of recent work in the philosophy of language and mind.     

ACHIEVING PUBLIC SCHOOLS

Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as well as the less understood forms of multiple, organic publics that come into being in response to localized problems in schools or districts. These publics often fail to realize their potential in the development of increased capacity for enhanced teaching and learning. The essay ultimately points to a practical application: that educational leadership of all types, and with some very specific kinds of habits and skills, is needed to help achieve public schools.     

HYGIENE IN SUNDAY SCHOOLS

In the Netherlands, the relation between Catholic schools and the Catholic Church was apparent during the pillarized educational system and culture of the first decades of the 20th century. In the post-pillarized decennia afterward, their connection transformed and became less recognizable. At first glance, their contemporary relation sometimes seems only superficial. This article argues that Catholic schools are connected with the Catholic religious tradition in an embodied way and in their orientation toward the common good. Furthermore, the embodied religiosity expressed in daily school life is more than both schools and church realize, intertwined with ecclesiastical reflections on Catholic education.     

DELINQUENCY AND THE SCHOOLS

Primary teachers in their first year of teaching, and two groups of students in their final year of university, were surveyed in order to determine the nature of attitude changes during teacher education and in the first teaching year. One group of students was followed into its first year of teaching. The attitudes of the trainee teachers and novices were contrasted with those of experienced teachers and non‐education students over a two‐year period, using a semantic differential instrument.

The overall finding was that Lortie's contention that the attitudes of American teachers are based on their own early experiences as pupils in school holds for Australian teachers also. While there was some change in student attitudes during the final university year, towards the ‘progressive’ orientations of the university course, this orientation did not persist far into the first year of teaching.     

关于在中小学开设心理健康教育课的几个问题

当前 ,许多学校开设了心理健康教育课程 ,在完成教学任务的同时也发现了一些问题 ,诸如师资、教材、授课模式、方法与德育课的区别与联系等 ,这些问题的存在同时也是制约了其他学校能否开设此课的因素。本文从这几方面提出问题 ,并试图回答之     

FOREIGN LANGUAGE TEACHING IN SCHOOLS

句型：I＇msure… Imust… You’rethemost．．．Ihaveeverseen!．．．didnot．．．foralongtime．[第一段]