This collection of papers is the result of a workshop sponsored by NATO's Defense Research Group Panel 8 during the Fall of 1993. The workshop was held at the University of German Armed Forces at Neubiberg (Munich) Germany 29 September-l October, 1993. Robert J. Seidel Paul R. Chatelier U.S. Army Research Institute for the Executive Office of the President Behavioral and Social Sciences Office of Science and Technology Policy Washington, D.C. Washington, D.C. v PREFACE We would like to thank the authors of the papers for providing an excellent coverage of this rapidly developing technology, the session chairpersons for providing excellent structure and management for each group of papers, and each session's discussant's for their summary and personal views of their sessions papers. Our special thanks go to Dr. Rolfe Otte, the German ministry of Defense's research study group member and the person responsible for our being able to have this workshop in Munich. We are also grateful to Dr. H. Closhen of the IABG for technical and administrative assistance throughout the planning and conduct of the workshop.

An explanation of virtual public schooling, where students attend from home. Combines the strong parental involvement of home schooling, the expertise and accountability of publicly funded education, and the flexibility of online classes. Offers tips and advice from parents and Connections Academy staff, many applicable to K-12 students in any setting.

Annotation Science without Boundaries discusses the many issues involved in going beyond disciplinary research practices in science, politics and society, and addresses the complexities of their interface. Governments and politicians are increasingly calling upon the scientific community to deal with global challenges such as climate change, poverty, international governance, peace-making et cetera. These are calls for interdisciplinary research - calls to deal with the interaction of parts in complex systems. The book addresses questions like these: -Does interdisciplinary research fit into the overall disciplinary organization of the sciences? -Does interdisciplinary research meet the high scientific standards of the research community? -How does the science community adopt to changing circumstances? -How responsive is the science community to social and political needs? -To what extent do governments intervene to influence science? -What pattern of interaction exists between politics, society and research? Polar research is used to show how politics may intermingle with science to safeguard national interests in times of dramatic international change.

Learning Design refers to research and development work that equips teachers with tools and strategies to aid their design thinking. Its origin stems from two lines of inquiry: (i) how to represent teaching practice from a technical perspective in the development and delivery of online learning environments; and (ii) how to represent teaching practice in an appropriate form to enable teachers to share ideas about innovative online pedagogy and think about the process of design. The underlying premise of learning design is that, if effective, teaching and learning practice can be represented in a systematic way, thus supporting the process of reuse, which could ultimately lead to improved practice. A large international body of work has produced specifications of technical standards to support the delivery of online learning, different learning design representations to disseminate ‘best practice’ examples to support and encourage adaptation, and software tools and strategies to support the design process. This book presents a view of current thinking about learning design and provides insight into the future direction of this field of research and development. It is a timely contribution that will stimulate discussion about these issues and guide and advance the learning design field. This book was originally published as a special issue of Learning, Media and Technology.

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learning - the first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples' forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.

Massive Change is a modern illustrated primer on the new inventions, technologies, and events that are affecting the human race worldwide. The book is a part of a broader research project by Bruce Mau Design intended to provoke debate and discussion about the familiar objects and techniques that are transforming our lives. In essays, interviews, and provocative imagery aimed at a broad audience, Massive Change explores the changing force of design in the contemporary world, and in doing so expands the definition of design to include the built environment, transportation technologies, revolutionary materials, energy and information systems, and living organisms. The book is divided into 11 heavily illustrated sections covering major areas of change in contemporary society - such as urbanism and architecture, the military, health and living, and wealth and politics. introductory essay, extended captions, and interviews with leading thinkers, including engineers, designers, philosophers, scientists, architects, artists, and writers. Concluding the book is a graphic timeline of significant inventions and world events from 10,000 B.C. to the present. Massive Change is the umbrella name for wide-ranging research project initiated by Bruce Mau Design and the Institute Without Boundaries, a new post-graduate design program headquartered at his studio. The project will include not only this book but also a travelling exhibition, public events, an on-line forum, a documentary television project, posters, and a product line. The overall aim of the project is to explore the changing force of design in the contemporary world. The book focuses on the powerful, newly designed technologies and systems (and the failure of outmoded ones) that increasingly influence our daily lives. the debate about genetically modified foods, the race to decode human the human genome, the development and worldwide trafficking of sophisticated military weapons - even the increasingly intrusive security systems at airports: all are examples of massive changes that involve the field of design. The book presents images and text that explore the impact of these subjects, both the seemingly mundane as well as the mind-boggling and microscopic. As the text in Massive Change explains: No longer associated simply with objects and appearances, design is increasingly understood in a much wider sense as the human capacity to plan and produce desired outcomes. The book is divided into 11 sections, each focusing on a specific economy at work in the world today, both the traditional (such as manufacturing), and the often-invisible (globalization and politics). The pages combine images, extended captions, general essays, and interviews in a clean, simple design. The imagery in Massive Change is irresistible, and stands alone as a compelling reason to own this book. beautiful. For example, a photo of a smoky blue blob, as the caption explains, is really Aerogel, a material developed by NASA to collect fast-moving space dust. And a featherless, naked chicken staring at us from the page is just that: a new, genetically engineered broiler that requires no plucking and yields more meat, a boon to poultry producers yet a frightening harbinger of our future food supply. Massive Change is a well designed, intelligent, visually provocative exploration of the myriad subjects percolating through popular culture: those we read about in magazines and on Web sites but rarely understand in any meaningful way. It poses the question: Now that the human race can do almost anything, what will we do next?

In the years since its origin in 1997, the Reading and Writing for Critical Thinking (RWCT) project has become a wellspring of human stories about teaching and changing, about reaching across cultural and language divides to find deep conceptual and interpersonal harmonies that lead to reform. This collection presents chapters written by educators who have participated in RWCT since its beginnings, explaining first-hand the lessons learned by those involved and offering a truly cross-cultural perspective. Under Section 1, Goals and Contexts for Educational Reform, are the following chapters: (1) "The Reading and Writing for Critical Thinking Project: A Framework for School Change" (Jeannie L. Steele); (2) "The Political and Historical Context for Educational Reform in Central and Eastern Europe and Central Asia" (Kurtis S. Meredith); and (3) "Interactive Literacy Education, Engaged Citizenship, and Open Societies" (Charles Temple). Under Section 2, How Teachers and Students Change, are the following chapters: (4) "In Their Own Voices: Reflection as an Agent of Teacher Change in Estonia" (Maureen McLaughlin and MaryEllen Vogt); (5) "Multiple Traditions and Open Lessons: Kazakstani and American Educators Consider Teacher Reflection" (David Landis and others); (6) "Documenting Critical Thinking Lessons through Teaching Cases: Dilemmas and Achievements of Russian Teachers in Estonia" (Janet C. Richards and others); (7) "'The Atmosphere Is Completely Different': Students' Perceptions of RWCT in Action in Macedonian Classrooms" (Alison Preece and others); and (8) "'I Feel Like a Bird': How the RWCT Project Supports Motivations" (Jodi Patrick Holschuh, Cynthia Hynd, Penny Oldfather). Section 3, How Practices and Paradigms Change, contains the following chapters: (9) "The Teaching of Writing in the Czech Republic" (Zuzana Saffkova); (10) "School Libraries as Laboratories for Critical Thinking" (Bozena Blazkova and Patricia L. Bloem); and (11) "The Russian Commitment to Th.