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Actions taken to counter alcoholism in Belgium toward the end of the 19th century are discussed. Why the primary school was enlisted in the fight against the social problem, what initiatives were developed, and what results were achieved are considered. (RM)

In the mid-1920s, a virulent renewal of the age-old German dispute regarding what form German schools should take resulted in a political crisis. Worsened Catholic-liberal relations contributed to a split in the bourgeois middle, making political cooperation more difficult and hindering a moderate evolution of the Weimar state. (RM)

Using data from 1,468 residents of small, medium, and large cities, this study investigates a subcultural theory explanation of the relationship between the existence of varied social attitudes and city population size. Results confirm a positive relationship which is explained through the subcultural processes of diffusion, intensification, and variety. (JDH)

Focuses on Oberlin College's commitment to Black education and the individuals who have helped sustain that commitment since 1835. Traces the school's fluctuating racial climate and its responses to the changing racial conventions of the wider society. Reports that Blacks played a crucial role in maintaining Oberlin's liberal tradition. (KH)

A survey of the socio-political attitudes of Swedish high school students showed that male students were more systematically conservative than female students, except for the religiosity dimension, in almost all political party preference groups. Sex was shown to have a weaker effect on attitudes than political party preference. (Author/RM)

Reviews the history of the passage of the Hatch Amendment. Defines the regulations and examines testimony given during congressional hearings. Discusses the implications of the amendment. (MD)

Examined fantasy frequency and content in relation to gender and the social attitude of liberalism/conservatism (N=304). Confirmed that males were more liberal and engaged in sexual fantasy more frequently. Subjects engaged in less sexual and bizarre-improbable fantasies as age increased. (JAC)

Examines how modern ideals of individualism and critical reflection contribute to beliefs associated with nihilism. Argues that emancipatory views of education foster self-directing individualism and critical thought that contribute to nihilism problem. Concludes that emancipatory approaches should be based on the idea of the individual as a social-cultural being. (Author/SA)

Author presents his conception of Bowers's essay, especially his understanding of Bowers's definition of nihilism, and concludes that there may be more to fear from those who fear nihilism than from nihilism itself. (SA)

Market thought in America partly explains why Blacks themselves are often blamed for the poor conditions of Black communities. Analysis of data indicates that both Blacks and Whites tend to blame Blacks rather than social forces, but variations in degree of blame are related to education, occupation, age, union membership, and religious affiliation. (KH)

A recent national conference demonstrated that the Reagan administration's educational reform proposals conceive a narrow economic role for education, deliberately ignoring questions of social inequality. Yet critics have failed to question this hidden agenda. Future debate must acknowledge the link between education and democracy. (MCG)

Explores the ideology of individualism implicit in liberal adult education and relates it to the political philosophy of "deontological" liberalism. This form of liberalism is traced briefly from its origins in the 17th century to modern restatements by influential writers such as John Rawls and Robert Nozick. (Author/CT)

The current Supreme Court, usually opposing civil liberties, is far more conservative than the Warren Court of the 1960s, but is primarily concerned with maintaining the internal stability of the court. While Warren decisions have been narowed, outright reversals are unlikely, although replacement of justices may alter this trend. (KH)

Until the 1950s, American university faculties were relatively conservative in their politics. Today, however, faculties at elite institutes are overwhelmingly liberal and generally critical of society. We must create more room for nonideological, reasoned scholarship and the restoration of legitimate authority and community purpose. (KH)

Contends that neither the liberalism of the 1960s nor the views of privatization offer a social philosophy that clarifies the purpose of the welfare state. (Author/ABB)

The role of education for the purpose of social control and the need for a specifically feminist approach to education are discussed. Education and its relationships to conservatism, liberalism, socialism, and feminism are described. The paper concludes with a discussion among the author, journal editors, and contributors. (MT)

Reviews three books that make a contribution to the study of French educational history. Themes include provincial French education (Robert Gildea, 1985), liberal reform (Sandra Horvath-Peterson, 1984), and Renaissance public schools (George Huppert, 1984). (TRS)

Chronicles and critiques recent research on the life and work of Neill, to gain a deeper insight on his educational views. Makes extensive use of two books by Jonathan Croall: "Neill of Summerhill" and "All the Best, Neill: Letters from Summerhill." (TRS)

In spite of the current great interest in educational reform and the calls for fundamental change, history suggests that the liberalization of Japanese education will follow the lines recommended by the Ministry of Education--painstakingly planned and slowly and cautiously implemented after lengthy experimental studies. (JHZ)

Examines the liberalizing effects of education, using anti-Semitism as a dependent variable, in four countries (United States, West Germany, France, and Austria). Reports that the effects of education on liberal values are not universal but, rather, vary systematically according to country's liberal-democratic regime form and degree of religious heterogeneity. (KHJ)

Analysis of 1982 data indicates that Blacks are much more liberal than Whites on issues of government spending to improve social conditions, on military spending, and on sociocultural issues. There is little support for the idea that the new college educated middle class Black might constitute an emerging conservative constituency. (GC)

Discusses economic policy alternatives emerging on the political left in the United States in response to the continuing national economic crisis. Considers the educational implications of increased government intervention on behalf of corporate needs, and economic democratization, finding these neo-liberal alternatives representing conflicting views of education, culture, and worker role. (Author/AYC)

The argument that liberal education (study of the philosophical and literary texts that compose the Great Tradition of the West) promotes political conservatism, a propensity to oppose the modern and particularly American progress toward achieving the ideals of democracy and equality, is discussed. (MLW)

Studies staff members' perceptions and performances of their roles in an Israeli residential school which adopts a liberal ideology. Exploration of this central aspect of institutional organization contributes to our understanding of how liberal ideologies operate within total life situations. (Author/LHW)

Provides a biographical sketch of the author, James A. Michener. This sketch provides information on Michener's background as a student and social studies teacher. Includes an interview and bibliography of Michener's writing on education. (JDH)

This article provides a profile of Robert Southey's political philosophy. One of the first literary humanitarians, Southy began his writing career as a staunch liberal but ended as a conservative. (JDH)

Argues that literacy, liberal education, higher learning, and similar terms should not be conceived as single or fixed ideas and should not be dissociated from the conversation of both scholars and ordinary people. (SRT)

Argues that the development of a feminist-integrated college curriculum should be informed by a critical theory of society that analyzes how social forces create varieties of interconnectedness. Liberal feminists have generally overlooked the role of capitalism in sustaining the oppression of women. Marxist theory provides a viable, unified alternative to the liberal feminist approach. (KH)

Traces the development of and opposition to Latin American liberation theology between 1968 and 1984. Examines six of liberation theology's leading characteristics: solidarity with the poor, conscientization (consciousness raising), the emphasis on orthoproxy, the recognition of structural violence, liberation and the Bible, and base communities. (Author/ABB)

Reviews proceedings in "Mozert v. Hawkins County," in which the Sixth Circuit Court found that Holt reading series used by Hawkins County Public Schools caused the plaintiff students to "forfeit a free public education." Implications of this court decision are discussed. The judge narrowed the scope of the decision to the student plaintiffs and to the specific reading program. (MD)

Humanistic processes emphasize people, whereas bureaucracies emphasize impersonal roles. Although the two processes are poles apart, they can coexist in the same organization. The authors describe how humanistic processes can be implemented in educational settings. (MD)

Mainstream conservative and liberal views are inadequate for a discourse about moral education. More appropriate methods for linking schooling and ethics are the following: (1) link ethics and morality to politics; (2) define those maxims necessary for moral adequacy; and (3) develop a radical view of authority that will transform pedagogical practice. (VM)

Explores the relationship between Herbert Marcuse's theory of "surplus repression" and Freud's theory of the "unconscious" with respect to latent, hidden, covert, or subliminal aspects of racism in the United States. Argues that unconscious racism, manifested in evasion/avoidance, acting out/projection, and attempted justification, perpetuates socially dominant values. (DMM)

Presents three studies investigating discrepancies in published American research on participation and its outcomes. The first study, a longitudinal review of research published between 1950 and 1985, showed societal trends affected research questions, methodology, and magnitude of reported effects. The other two studies corroborated these findings. Includes 60 references and appendix of 70 research studies surveyed in longitudinal study. (MLH)

Examines a range of art educators' proposals to include popular culture within the general art curriculum. The proposals are based on four basic social theories: (1) liberal humanism; (2) two variants of liberal pluralism; (3) and Neo-Marxism. Concludes by emphasizing the need for Neo-Marxist theory in the school setting. (BSR)

Discusses Senator Kennedy's address on "Tolerance and Truth in America," given at Liberty Baptist College in 1983, to propose a "contract" for the public relationship between himself and Jerry Falwell in which each could be more civil toward the other without betraying his constituencies or threatening the other's supporters. Offers evidence that the contract was accepted. (NKA)

Presents the concerns and ideological agenda of Accuracy in Academia (AIA). Argues that there is a real threat that professors' rights to textbook selection are endangered by such groups. (MS)

Examination of 278 American adults on the Attitudes toward Women Scale revealed that females, younger people, and those of higher social status have more liberal attitudes than do males, older people, and those of lower social status. This supports the construct validity of the scale. (Author/BJV)

Discusses liberalism in America, with emphasis on the liberal commitment to individualism. The political values of librarians are considered in this context, and it is argued that, although librarians perpetuate the myth that librarianship is apolitical, it reflects a general American culture that consists primarily of liberal tenets. (25 references) (MES)

Uses recent work in literary criticism to examine the structure of religious discourse. Suggests religious discourse is the use of a certain rhetorical style that conforms to certain rules of underlying structure, but which communicates only to the extent that this structure is appropriate for the application in question. (MS)

Scholars have failed to develop theoretical and methodological tools for understanding Asian Americans. However, the issues are not totally ignored since there is a growing number of writers, historians, and poets who are producing promising works outside of the liberal tradition. Examples of authors and enriching works are presented. (VM)

Mill's liberty principle and the children's rights movement ("die Antipadagogen") are discussed in terms of Mill's attitude of paternalism in children's education. Mill contends that the individual liberty of children must be limited for their own good. Proponents of educational liberalism are not justified in claiming Mill as a spokesperson. (TJH)

Contends that arguments against New Criticism should place the movement in historical context. Suggests that historians of American criticism rethink the institutionalization of New Criticism as the work of both liberal intellectuals and pragmatic neoconservatives for whom both traditional liberalism and right-wing ideology were part of the problem. (MS)

Analyzes mainstream and neo-Marxist explanations of racial inequality in schools. Presents a nonsynchronous theory of schooling that explains the interaction of race, gender, and class within economic, political, and social environments as they function within the daily practices of schooling. (JOW)

The author discusses programs developed under Roosevelt's New Deal that attempted to provide training and jobs for unemployed youth. These programs are the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA). The author discusses how support from liberal journalists led to the popularity and extension of these programs. (CH)

Callan (Journal of Moral Education, Jan. 1985) argued that liberalism is rejectable by reasonable people and that inculcating liberal beliefs in children's minds is, therefore, inconsistent with liberalism. In this reply, the author argues that making distinctions between different senses of "reasonable" and "liberalism" undermines some of Callan's main arguments. (Author/RM)

It is argued that liberalism is rejectable by reasonable people and that inculcating liberal beliefs in the minds of children is, therefore, inconsistent with liberalism. In particular, R. M. Hare's defense of teaching liberal morality as being consistent with liberal morality itself is attacked. (Author/RM)

Discusses the assumptions that ground radical, liberal, and socialist feminist theoretical frameworks, and reviews feminist media research. Argues that liberal feminism speaks only to White, heterosexual, middle and upper class women and is incapable of addressing most women's concerns. Concludes that socialist feminism offers the greatest potential for a comprehensive framework that addresses women's devaluation in communication. (JD)

The gap between the rich and the poor is widening among college students. Colleges no longer serve as a force for upward mobility, but rather accentuate existing socioeconomic differences. Conservative student activists will be working on the presidential campaign; leftists will focus on campus issues. (MLW)