Abstract: In former publications the author raised the issue of the influence of Habermas' theory of Knowledge-Constitutive Interests in Pedagogy. In the present contribution he discusses the relevance of Habermas'Theory of Communicative Action for pedagogy. In the first place, it turns out that pedagogical action has to be added as a separate mode to the modes of action distinguished by Habermas. In the second place, the pedagogical institutions won't let themselves be included in the Habermasian dichotomy of system and lifeworld. They find their place on the borderline between the two, pedagogizing Habermas' recent thought results in a renewed plea for the “pedagogical realm,” but this time by means of social criticism.

Abstract: Little is known about the nature of South African teachers' work with respect to race. On the basis of extensive interviews with teachers in newly integrated schools, this article attempts to make sense of the approaches being developed by teachers. It illustrates the range of content and teaching approaches being adopted and seeks to argue that the form of multicultural education that is emerging is characterized by a compromised critique: teachers encourage criticism of that which is distant and historically removed from the South African context, but manifest an attitude of compliance with that which is immediate and directly pertinent to South Africa. The effect of this duality, the paper argues, is to leave the racial common sense imprinted in the South African curriculum untouched.

Abstract: Despite a persistent belief to the contrary, most Canadian universities prior to the 1960s did not operate collegially. They were run autocratically. Collective bargaining arose as a means of ensuring true collegiality through negotiations between equals, legally entrenching due process and academic freedom, and providing a clearer and stronger mechanism for dealing with salaries and benefits. This was a revolution from below in the governance of universities. Although the sixties are widely regarded as the age of student revolt, in Canada it was the faculty, not the students, who secured a dramatic change in the power structure of the university through collective bargaining.

Abstract: In 1949–50 Canadian professors, reacting to historically low salaries and inadequate pensions, founded the Canadian Association of University Teachers. Although its early concerns were economic, by the late 1950s the interest of the organization was spreading to issues of academic freedom and tenure and, related to it, university government. Having opened a national office in Ottawa, the CAUT soon championed an increased role for professors in governing their institutions. The bookA Place of Liberty (Whalley, 1964) eloquently made the claim for faculty empowerment. This movement also gained strength from the shortage of qualified staff in the 1960s and the resulting need of universities to improve terms and conditions of employment. Although faculty involvement in governance grew, by the mid-1970s many faculty members were embracing faculty unionization. This initiative had for years repelled most professors because it seemed unprofessional. However, deteriorating finances created a condition in which especially junior staff turned to faculty unions for protection. Not all Canadian universities became unionized. In spite of dire warnings about the effects of unionization, it does not seem that unionized universities today offer less scope for faculty participation in governance than the non-unionized.

Abstract: Few would argue that science and technology have had an impact throughout the world. When we speak about such impacts we are implicitly talking about Western science. Historians of science (especially in science textbooks) tend to place the beginnings of modern science at the time of Bacon, with a slight nod to Greek influences. There is little or no recognition of the scientific traditions of Eastern societies (such as China, India, and the Islamic world) and other indigenous cultures. Although there is no argument that science did not develop in the same manner in these societies, it is argued that they have a scientific tradition that should be considered when incorporating modern science into those societies. The difficulties in doing that are discussed, as is the question of the universality of science. The universality of science as a systematized set of processes for learning about the world is supported, but the culture that has arisen around it, resulting in a certain arrogance, is not. It is argued that the benefits of science and technology can be incorporated without the loss of cultural integrity if the society takes over its own research agenda and paradigms and maintains pride in its own traditons. The role of science education in this process is discussed.

Abstract: Although a good deal of attention has been given to persuading teachers to report cases of child abuse to a Children's Aid Society (CAS), the difficulties associated with reporting procedures have generally been overlooked. This neglect of the procedural issues has often meant that teachers have come under attack for failing to respond to abuse, although the procedures themselves, and the school context in which decisions about reporting take shape, have escaped some careful scrutiny. This paper draws on data collected as part of a larger study of Ontario women teachers. Information from 264 elementary teachers (mostly female) and 47 principals (mostly male) was collected in three phases: exploratory interviews, a survey, and follow-up interviews. A key part of the survey involved the difficulties associated with reporting to the principal and the CAS. Although the findings illustrate that teachers do not intentionally avoid their reporting role, they also demonstrate that almost half of teachers' suspicions never make it past the principals' desk. The procedural process is complicated by teachers' perception of the kind of CAS response they anticipate, and by the idea that principals can adequately handle reports while safeguarding teachers' daily work with children and their families. Beyond the procedural level, these findings suggest mandatory reporting is not entirely compatible with the work of the school and call for a theoretical assessment of the school's role in promoting the acceptance of family violence.

Abstract: Mentoring programs have been advocated for a variety of higher educational settings, including medical education. Reviewing the literature suggests that consensus is lacking on definitions of mentoring, resulting in difficulties with evaluation of mentoring programs. This article describes a systematic approach to designing a mentoring program for medical students that addresses questions of goals, mentor functions, mentor selection, preparation and matching to proteges, and evaluation of mentoring programs. Student participation in all phases of program design and implementation is emphasized.

Abstract: Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.

Abstract: Legal status collective bargaining between faculty associations and university administrations has affected university governance and, on the whole, has done so positively by democratizing most of the procedures used to determine the terms and conditions of faculty employment. To the extent that matters hitherto within the mandates of academic senates have been removed to the collective bargaining regime, senates have been somewhat weakened. The greatest danger to democracy on the campus probably lies in the bureaucratization of faculty associations, thus leaving them open to the partial paralysis of creeping legalism.

Abstract: Although the tradition of bicameral governance is well established in Canada's universities, in no province do community colleges operate under a similar principle. In fact, there is no statutory role for college faculty in governance, either through a senate or a senate-like body. This article argues the case for greater democracy in the governance of colleges and, in doing so, analyzes the role of college governance. The conclusion reached is that, while more democratic and participatory governance may be argued on conceptual grounds, it would also improve morale, trust, and communication within the college sector.

Abstract: Universities, like other institution, are both governed and managed. The processes of govermance within American universities have changed dramatically in recent years. To a significant degree, both the causes and the nature of the changes track changes in the larger surrounding political environment. In the final analysis, the future success of universities rests on the ability of university presidents to play the kind of leadership role that the national policy requires of the President of the United States.

Abstract: The absence of an industrial middle class in Arab Islamic countries has been, and still is, a major obstacle to national development. These countries, as is the case with others in the Third World, mostly inherited their systems of industrial education from former colonial or mandated powers, that is, from industrial nations, without taking into consideration the different social and socio-economic situation. A model is proposed here for a kind of industrial “university”, the Djamiat Al-Sinah. The name alludes to the Mosque as a centre of common activity, and attempts to express the cultural and social contests, and the target groups, of the institution. The model relies on social and industrial evolution, and meets the urgent need of Arab societies for an alternative to Eurocentric models. In the Djamiat, a practice-oriented education is to be provided, based on principles of professional efficiency and creativity, competence, and entrepreneurial initiative. The students are to become coordinators, organizers, technicians, and industrial trainers, as well as independent small businessmen. The model is understood as a contribution to the education of an industrial middle class and to the promotion of trade and industry.

Abstract: Israeli society is often viewed as a Western democracy committed to values characteristic of this type of political system. Cultural pluralism is one of these values. The purpose of this paper is to examine the place of this value in the context of Israeli society, and in particular in its educational system. The paper raises serious doubts about the commitment of Israeli society to the value of cultural pluralism, especially in the educational domain. It is argued that the guiding ideology of the Israeli educational system is that of “nation building,” which aspires to cultivate a shared system of national values and common culture and inculcate them in its school children, thus leaving little room for the value of cultural pluralism. Furthermore, it is argued that the proposed integrative national and cultural agenda leaves no room for Israeli Palestinians, and favours the culture and traditions of Jews of European and American origin and is biased against the cultures and traditions of Jews of Asian and African origin.

Abstract: In the context of re-examining teaching practice as an integral part of teacher education, two hypotheses were tested by a year-long experiment in preservice education of elementary school teachers: 1) A “group reflection workshop” to be incorporated into the teaching practice program will increase the effectiveness of the teaching practice (i.e., will improve teaching performance). 2) Increasing the time of teaching practice in the traditional model from one day per week to two in Year 2 and from two days to three in Year 3 will not increase the effectiveness of teaching practice.

Abstract: Much of the focus in schools today is on teaching critical thinking skills. This article challenges the current practice of teaching thinking as a set of skills and procedures. We propose a more thoughtful way of encouraging learners to make personal meaning of what they are learning by searching for insight, making connections between their past and present learning experiences, and using reflection as a tool for gaining understanding, all of which we do quite naturally.

Abstract: Inauguration of “double-shift” junior secondary schooling in Trinidad and Tobago in 1973 created several problems for local planners, policy makers, parents, and students themselves. In some cases solution has been found, but in others problems have remained defiant and irresolute. In the latter category is the problem of deviant student behaviour during “off-shift” sessions, believed to be the result of poor student choice regarding the use of time. Recommendations have been made to redress this situation through engagement of community groups. This paper argues that this approach is problematical and contradictory and will not achieve stipulated objectives. The main reason for the gloomy outlook is the principle of decentralization, which must be taken into account in any attempt to engage the local community. Community engagement is examined against certain imperatives of decentralization. The paper concludes, however, that as a strategy, community engagement is doomed to failure. Poor choices by junior secondary school students in the use of their “off-shift” hours are therefore very likely to persist.

Abstract: This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husen. The paucity of U.S. textbook or journal citations of Husen's writings and research is interpreted as an example of “cultural ethnocentrism” and “academic imperialism” in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and “global learning” are proposed as methods of overcoming the methodological parochialism, overspecialization, and international fragmentation Husen describes as characteristic of much educational and social scientific research.

Abstract: The prevailing ideology of education that reduces schooling to training for competition in a global economy needs to be challenged. Alternatives can be drawn from ancient Chinese philosophy. Confucius had a philosophy of education very similar to Plato's on key points. Although it has appeal, it would be difficult to implement and not different enough from current ways of thinking to make the kind of changes needed. Taoism, with its call to lead a simple life in tune with nature, could supply the necessary antidote. In spite of its anti-intellectualism, ideas borrowed from the Taoists could be brought into schools and lead to constructive changes in their social climate, goals, and curriculum.

Abstract: David Cameron's response to Barbara Anderson's review completes the symposium on Cameron'sMore Than an Academic Question with a justification of his opposition to faculty unionization on both moral and professional principles and reiteration of the need to strengthen university governing boards.

Abstract: The author disagrees with Cameron's suggestion that democratization and decentralization were a mistake. As chief lobbyist of the Canadian Association of University Teachers, he argues for collective bargaining. He counters Cameron's support of the continuation of mandatory retirement with reference to the U.S. experience and points to the Supreme Court's defence of tenure.

Abstract: A personal attempt to make sense of the diverse array of information, both practical and theoretical, about the complex concept called “literacy” is articulated through the development of the “Integrative Systems Model” of literacy. The model illustrates how understanding literacy has direct applications to both instruction and research. As well, the model's utility in reconciling opposing concepts of literacy is shown. Finally, some practical suggestions for literacy instruction consistent with the model and which appear to minimize social, cultural, and intellectual disruption are presented.

Abstract: The indispensable role of context cues has been acclaimed over the years by a great majority of reading experts. It is obvious, for example, that the resolution of the intended connotation of a word depends on the context in which it resides. Of late, the “whole language” approach to reading development has adopted the use of context cues as one of its basic tenets. Some recent experimental research has questioned the extent to which context cues serve as a means of written word recognition. This evidence suggests that observations that beginning readers depend heavily on context cues for word recognition should not be interpreted to mean that this practice should be reinforced in children learning to read. On the contrary, the modern evidence notes that able, mature readers recognize written words automatically, and thus make little use of context cues. Nonetheless, the finding that small but reliable gains in children's knowledge of word meaning is made through the use of context cues indicates that there is some limited place for instruction in context cues in reading programs.

Abstract: We grant Ms. Walsh that all meaning is personal; however, it is the lack of opportunity to make meaning in schools today that concerns us and, we must add, a host of thoughtful educators throughout Canada and the United States. We believe that all students, whether in grade school or post-secondary, need time to reflect on the information they acquire in school or, in other words, put the information into meaningful perspective so that the world around them makes some semblance of sense. We further believe that meaning making is tied to the personal histories all students bring to the learning context. Our article, "The Making of Personal Meaning: Some Thoughts for Teacher Educators," was written with these beliefs in mind. In the case of teacher education, life histories have been found to have significant influence on student teachers' beliefs, expectations, and ultimate success in educational programs (Adler, 1991; Carter, 1990; Lanier & Little, 1986) and in future teaching (Clandinin, 1986). These life histories directly shape the perspectives student teachers bring to their preparation programs by serving as illters for pre-service experiences (Feiman-Nemser & Buchmann, 1986; Kagan, 1992). Research has found that personal conceptions of teaching are formed early in a career, and that a crucial period for examining their development is during pre-service education (Lortie, 1975; Yager & Smith, 1990). Illuminating these entering beliefs and conceptions (in many cases, misconceptions) through reflection, pondering, weighing, considering, and so forth about teaching is a process that has been lacking in teacher preparation programs to date (Fenstermacher, as cited in Shalman, 1987; Weinstein, 1989). The exercises addressed in our paper were intended (as we stated) as a beginning for incorporating a reflective process into pre-service required course work. Initially, the instructor, by revealing her own beliefs about teaching and learning, modelled this reflective process. The next step (also stated in the paper) entailed the students' articulation of their current beliefs about teaching and learning based on their

Abstract: In his book,More Than an Academic Question, Cameron offers a framework within which to understand the relationship between universities and government. He presents a thorough summary of the development of universities across Canada, exploring both public policy and changes in the governance and management of universities. Focussing on the transformation of universities from post World War II to the 1980s, he discusses the evolution of direct federal involvement in the core funding of universities, the reforms within the internal governing structures of universities, and faculty unionization. Although he presents suggestions regarding a more deliberate selection of membership of university governing boards, on the whole Cameron does not offer resolutions to the issues he raises, but rather lays the foundation for discussion.

Abstract: The author concludes the interchange with Joseph Agassi on cultural pluralism in Israel. m~YWOm3S: pluralism, education, social justice Agassi touches on some of the most central issues facing Israeli society since its inception. Unfortunately, the serious treatment those complex issues deserve, even in a short comment, are glaringly lacking in Agassi's remarks. The reader is presented instead with a hodgepodge of distortions, omissions, misreadings, and insinuations, which indicate that perhaps Agassi is himself engaged in the production of a certain genre of "export" literature of his own. The most serious argument one can winnow out of Agassi's convoluted comment is the following. One of the main conditions allowing admittance of a state into the community of Western-style liberal democracies is the separation between church or religion and state. Israel fails to satisfy this condition it is a Jewish state and therefore it cannot be included within this community. This fact renders any discussion there about the place of cultural pluralism meaningless or, worse, ideologically motivated because it is impossible to reconcile the tension between, on the one hand, a state that accepts religion (Judaism) as one of its constitutive features and, on the other hand, the value of cultural pluralism. Thus the political status of Palestinians in Israel, according to Agassi, acutely attests to the impossibility of debating cultural pluralism there without this discussion becoming a mere "fig-leaf for educational discrimination," or an ideological cover "to prolong discrimination." Now, it is quite true that the Palestinians face "flagrant ... Israeli discrimination" in the allocation of resources and are deprived of many rights granted exclusively to Jews. As I myself repeatedly stressed the point that "Israeli Arabs are traditionally discrimiInterchange, Vol. 25/4, 371-376, 1994. 9 1994 Kluwer Academic Publishers. Printed in the Netherlands. 37 ]