http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= This is a file listing from PocketKnowledge This is a file listing from PocketKnowledge en-us Wed, 19 Jun 2013 11:25:39 EDT Various: PocketKnowledge Digital Archiving http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29786 Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP) Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP) Douglas Sloan Douglas Sloan Sat, 19 Jun 1982 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29786 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29785 Appropriate use of computers for educational purposes begins with objective evaluation of human and educational priorities. Professional educators must consider if they are using the computer in educationally appropriate ways. A discussion of computers in the school environment is presented. (DF) Appropriate use of computers for educational purposes begins with objective evaluation of human and educational priorities. Professional educators must consider if they are using the computer in educationally appropriate ways. A discussion of computers in the school environment is presented. (DF) Douglas Sloan Douglas Sloan Tue, 19 Jun 1984 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29785 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29784 Explores the significance and limitations of philosopher John Dewey's attempt to overcome the dualism of science and values. Essentials of Dewey's notion of instrumentalism; Problems in Dewey's solution to the knowledge-value split; Conception of qualitative knowing and its implications for education and culture. Explores the significance and limitations of philosopher John Dewey's attempt to overcome the dualism of science and values. Essentials of Dewey's notion of instrumentalism; Problems in Dewey's solution to the knowledge-value split; Conception of qualitative knowing and its implications for education and culture. Douglas Sloan Douglas Sloan Wed, 19 Jun 1991 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29784 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29783 Discusses the implications of the renewal of thinking in education and society. Assumptions about thinking that dominate modern culture; Modern education's reliance on technical rationalism in people's lives; Attack on onlooker consciousness; Deconstructive postmodernism. Discusses the implications of the renewal of thinking in education and society. Assumptions about thinking that dominate modern culture; Modern education's reliance on technical rationalism in people's lives; Attack on onlooker consciousness; Deconstructive postmodernism. Douglas Sloan Douglas Sloan Fri, 19 Jun 1992 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29783 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29782 Presents perspectives on the main figures in religious education at Union Theological Serminary. Religious education as a function of the modern university understanding of education; Seeing the twentieth-century religious education program at New York's Union; Theological Seminary from the standpoint of its location at Union Theological Seminary. Presents perspectives on the main figures in religious education at Union Theological Serminary. Religious education as a function of the modern university understanding of education; Seeing the twentieth-century religious education program at New York's Union; Theological Seminary from the standpoint of its location at Union Theological Seminary. Douglas Sloan Douglas Sloan Sat, 19 Jun 1993 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/29782 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20428 The current "crisis in American higher education" has been lamented by many and cheered on by others. There are those who hope and those who fear that current events portend the passing of the university as we have known it. Explanations and diagnoses of what is actually taking place, how­ever, are more than a little confusing. The current "crisis in American higher education" has been lamented by many and cheered on by others. There are those who hope and those who fear that current events portend the passing of the university as we have known it. Explanations and diagnoses of what is actually taking place, how­ever, are more than a little confusing. Douglas Sloan Douglas Sloan Sat, 19 Jun 1971 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20428 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20427 To those interested in understanding the upheavals on the nation's campuses during the 1960s and the phenomena variously and loosely labeled "the conflict of generations," "the counterculture," and "the new student protest," the subject of this book by Oscar and Mary Handlin stirs great hopes. For, despite prodigious efforts by scholars and journalists, and the bookshelf clutter they have quickly managed to produce, we seem to remain almost as far as ever from reaching any firm conclusions about what the youth have really been up to. How new and different is the protest of modern youth? Does it, as with Edgar Friedenberg, Margaret Mead, John Seelye, and others, signal a cultural break and social transformation so profound that the only meaningful analogies are the Reformation and the Industrial Revolution; or is it, as with Lewis Feuer, simply the modern manifestation of a historically recurrent cycle of adolescent discontent? Is it a mixture of both? Now that the pendulum of change appears suddenly to have carried the... To those interested in understanding the upheavals on the nation's campuses during the 1960s and the phenomena variously and loosely labeled "the conflict of generations," "the counterculture," and "the new student protest," the subject of this book by Oscar and Mary Handlin stirs great hopes. For, despite prodigious efforts by scholars and journalists, and the bookshelf clutter they have quickly managed to produce, we seem to remain almost as far as ever from reaching any firm conclusions about what the youth have really been up to. How new and different is the protest of modern youth? Does it, as with Edgar Friedenberg, Margaret Mead, John Seelye, and others, signal a cultural break and social transformation so profound that the only meaningful analogies are the Reformation and the Industrial Revolution; or is it, as with Lewis Feuer, simply the modern manifestation of a historically recurrent cycle of adolescent discontent? Is it a mixture of both? Now that the pendulum of change appears suddenly to have carried the... Douglas Sloan Douglas Sloan Mon, 19 Jun 1972 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20427 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20425 Douglas Sloan Douglas Sloan Sun, 19 Jun 1977 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20425 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20423 Douglas Sloan Douglas Sloan Sun, 19 Jun 1977 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20423 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20421 An intuiting imagination is evident in scientific insight, artistic insight, and moral insight. Once the primacy of this imagination in all knowing is recognized, new possibilities for renewal in education arise. An intuiting imagination is evident in scientific insight, artistic insight, and moral insight. Once the primacy of this imagination in all knowing is recognized, new possibilities for renewal in education arise. Douglas Sloan Douglas Sloan Mon, 19 Jun 1978 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20421 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20419 Douglas Sloan Douglas Sloan Tue, 19 Jun 1979 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20419 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20418 Douglas Sloan Douglas Sloan Tue, 19 Jun 1979 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20418 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20417 Douglas Sloan Douglas Sloan Tue, 19 Jun 1979 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20417 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20415 Douglas Sloan Douglas Sloan Thu, 19 Jun 1980 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20415 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20414 Douglas Sloan Douglas Sloan Fri, 19 Jun 1981 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20414 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20413 Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. Douglas Sloan Douglas Sloan Sat, 19 Jun 1982 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20413 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20412 Appropriate use of computers for educational purposes begins with objective evaluation of human and educational priorities. Professional educators must consider if they are using the computer in educationally appropriate ways. A discussion of computers in the school environment is presented. Appropriate use of computers for educational purposes begins with objective evaluation of human and educational priorities. Professional educators must consider if they are using the computer in educationally appropriate ways. A discussion of computers in the school environment is presented. Douglas Sloan Douglas Sloan Tue, 19 Jun 1984 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/20412 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18982 Douglas Sloan Douglas Sloan Tue, 19 Jun 1973 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18982 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18981 Douglas Sloan Douglas Sloan Tue, 19 Jun 1984 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18981 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id= http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18980 Douglas Sloan Douglas Sloan Sun, 19 Jun 1994 11:25:39 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18980 http://pocketknowledge.tc.columbia.edu/home.php/browse/5049/27163?browseby=cloud&sortfiles=volume&optdisplay=0&thumbs=yes&f_last_id=