V;£ O0,'e&0 , ;,0i , . , .1r ^ - !°u,r , noad .7 - p 2V3•i 6^2-1 PERSPECTIVES ^ IN EDUCATION Cumulative Index 1976-1982 Journal of the Faculty of Education of the University of the Witwatersrand and the Johannesburg College of Education PERSPECTIVES *1 IN EDUCATION f§ CUMULATIVE INDEX 1976 to 1982 Perspectives In Education was founded as a house journal of the Faculty of Education of the University of the Witwatersrand in 1976. From 1980 it has been combined with Symposium, which was a journal published by the Johannesburg College of Education from 1960 to 1979. Since 1980 Perspectives in Education has been published jointly by the Johannesburg College of Education and the Faculty of Education of the University of the Witwatexsrand. The Cumulative Index includes all the articles which have been published in Perspectives in Education until the end of 1982. dates are There have been eighteen : as follows: issues, and their Vol 1 No 1 February 1976 Vol 4 No i August 1980 Vol 1 No 2 May 19 76 Vol 4 No 2 November 1980 Vol 1 No 3 August 1976 Vol 5 No 1 March 1981 Vol 2 No 1 February 1977 Vol 5 No 2 June 1981 Vol 2 No 2 May 1977 Vol 5 No 3 November 1981 Vol 2 No 3 August 1977 Special Issue (De Lange Report) May 1982 Vol 3 No 1 March 1978 Vol 6 No 1 July 1982 Vol 3 No 2 September 1978 Vol 6 No 2 September 1982 Vol 3 No 3 December 1979 Vol 6 No 3 November 1982 The Index is arranged alphabetically, by author's surname, and the following information is given for each article: (i) Sequence number (ii) Author's name (iii) Title of article(iv) Volume, number and page references for article (v) Cross-referencing. In the cross-referencing column the following conventions are used: (i) The letters 'D', 'A' or 'I' indicate whether the article was published in the Discussion, Articles, or Interchange section of the journal (ii) The numbers after the letters refer to other articles published in Perspectives in Education to which the article is a response (iii) Joint author^ship is indicated by numbers in parentheses. 5 The Interchange sections in Perspectives in Education symbolize what has been one of the abiding intentions of the editors of this journal - to initiate and encourage vigorous discussion about education in South Africa. The following Interchanges have been published in Perspectives in Education: Index reference A The myth of language correction 11, 12, 19, 137 & 148 Vol 2 No 1 (Feb 1977) pgs 48-75 B The challenge facing South African education 50, 55, 65, 66 & 107 "Vol 2 No 2 (May 1977) pgs 123-142 C Prejudices surrounding education for Blacks in Natal in the late nineteenth century Vol 2 No 3 (Aug 1977) pgs 180-202 D Education and participation Vol 3 No 1 (Mar 1978) pgs 35-54 E Education in Africa, and 'Bantu Education' Vol 3 No 2 (Sept ’1978) pgs 87-101 F Black training and job-advancement policies Vol 3 No 3 (Dec 1979) pgs 135-166 G Language policy and bilingualism Vol 4 No 1 (Aug 1980) pgs 21-48 H Accountability and the teaching profession Vol 4 No 2 (Nov 1980) pgs 82-100 I A Philosophy of Education for South Africa Vol 5 No 1 (Mar 1981) pgs 28-49 j Ideology and education in a capitalist societyVol 5 No 2 (June 1981) pgs 99-123 K Comparative Education and the 'common' and the 'diverse' Vol 6 No 1 (July 1982) pgs 47-71 L The role of teacher-organizations in South AfricaVol 6 No 2 (Sept 1982) pgs 121-136 62, 68, 87, 134 & 145 78 & 91 38 & 70 7, 13 & 14 18, 115, 117 & 143 20 & 93 34, 45 & 111 26 (126) , 31 (96) & 122 83, 129, 130, 140 & 142 41, 98 & 112 CUMULATIVE INDEX 1976-1982 Author Title Vol No Pgs Ref 1 Drew Archibald Relativism in education 2 1 7-14 D 136 2 Drew Archibald Dilemma 6 2 75-80 D 146 3 Michael Amheira The relevance of relevance in education 1 2 76-79 A 4 Franz Auerbach Indoctrination: silence implies consent 2 1 19-21 D 58 77 88 5 Julian Barling Behaviour modification as a training technique for Black workers in South Africa 1 2 112-121 A 6 Ray Basson Two conceptions of curriculum design 6 3 150-163 A 7 KL Baucom The need for literacy in commerce and industry 3 3 148-154 I 13 14 6 Gordon Bauer Education, educationalist!, * educat ionology 3 2 71-73 D 9 Paul Beard Classroom control - a comment 1 3 143-146 D 10 Paul Beard Through thinking the unthinkable may be thought 2 1 15-18 D 136 11 Paul Beard The myth of language correction 2 1 48-63 I 12 19 137 148 12 Paul Beard A reply to comments 2 1 73-75 I 11 19 137 148 13 Dennis Secket/ Sue Blignaut/ Bernard Chalmers/ Alan Kemp/ Margaret Meyer/ Edward Nicholson Black training and job advancement policies and programmes 3 3 135-147 I 7 14 14 TJ Bembridge The need for extension research 3 3 155-166 I 7 13 15 David Bensusan The individual versus the subject 6 3 164-175 A 16 George Bereday Review of AJ Vos and SS Barnard's Comparative Education for SAtfwrt Tsechaa 5 3 132-133 D 17 Yvonne Bickley Is education Inevitably a political matter? 4 2 76-81 A 18 Norman Blight The problem of *substractive bilingualism' 4 1 42-46 I 115 117 143 19 Toni Borowsky Linguistically disclassed or socio-linguistically adept? 2 64-67 I 11 12 137 148 20 Napier Boyce Accountability in education: a contagious disease or a subject worthy of public debate? 4 2 82-89 I 93 21 Chris Bresler Proefonderwys en onderwyserstatus 1 2 53-55 D 22 Peter Buckland Technicism and De Lange: reflections on the process of the HSRC investigation Special Issue 35-51 A 23 John Burchard The arena of morality 3 1 22-28 A 24 Wendy Carstens History in black high schools 2 1 22-24 D 25 Kenneth Charlton Review of ISJ Venter's Historv of Education: Origins, Fundamental Structures, Nature and Beinq S 2 54-57 D 26 Linda Chisholm (with Sole) Education and class struggle 5 2 110-117 I 122 (126) 31 (96) 27 Linda Chisholm Ideology, legitimation of the status quo, and history textbooks in South Africa 5 3 134-151 A Page 2 Author Title Vol No Pgs Ref 28 Linda Chisholm Training for capital: de Lange Reports Special Issue 3-20 A 29 Arthur Clark Learning how to police the match: models for teaching philosophy of education 3 1 15-21 A 30 Mario Colussi {with Lynch) Teachers' opinions concerning the assessment of school practical work in science 2 1 36-47 A (72) 31 Mary Crewe (with Muller) Subjects and subjection: a comment 5 2 118-123 I 26 (126) 122 (96) 32 Terry Dachs The case for illuminative evaluation in education 6 1 33-39 A 33 Penny Enslin Do we need professional associations or unions for teachers ? 4 1 1-3 D 34 Penny Enslin Reply to "A philosophy of education for South Africa" 5 1 34-38 I 45 111 35 Prank Fincham Determinants of arithmetic performance in learning - disabled children 1 3 173-175 A 36 Frank Fincham Gifted children : quo vadis? 2 2 87-93 D 139 37 Tony Fluxman Education and the economy: a critique of S Bowles and H Glntis's Schooling in Capitalist America 5 3 152-170 A 38 Maureen Friedman Black education - quo vadis? 3 2 87-97 I 70 39 Michael Gardiner The neglect of language in the content of the teacher training course 1 2 86-89 A 40 Michael Gardiner The present situation in language teaching 4 2 52-55 D 41 Michael Gardiner The National Education Onion of South Africa (NEUSA) and the role of teacher organizations in South Africa 6 2 126-128 I 98 112 42 Hannah Gluckman Phenomonology and education: a comparison of the findings of researchers in two different countries 2 2 104-116 D 43 Hannah Gluckman A reply to Professor Viljoen 3 1 9-14 D 141 44 Hannah Gluckman An argument against 'moral facts' 3 2 61-63 D 23 45 Honey Gluckman Defence of "A Philosophy of education for South Africa" 5 1 39-43 I 34 111 46 Honey Gluckman A reply to Shirley Pendlebury 5 2 58-63 D 111 47 Honey Gluckman Attitudes of teachers in English- speaking schools and tertiary institutions in South Africa to education 5 2 88-98 A 48 Adele Gordon (with van Zyl and Maguire) Association for the education of gifted children in South Africa 2 2 81-86 D (73) (139) 49 GAJ Griessel Cursory comments on the criteria for evaluating the De Lange proposals in the special issue of Perspectives in Education (May 19 82) 6 3 139-141 D 22 28 97 135 50 Ken Harts ho me 'South Affican education' and South African education 2 2 131-133 I 55 65 66 107 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 Page 3 Author Title Vol No Pgs Peter Hewson The Education Department - Consultants Inc.? 1 1 19-21 Jane Hofmeyr (with Lewin) Teacher education and the De Lange Committee 6 1 15-32 Bill Holderness Closing the gap between theory and practice in teacher education 3 2 64-67 Brian Holmes Review of RM Rupert!'s The Education System in South Africa 5 3 127-131 Harold Holmes Education is one 2 2 134-136 Ros Jaff Education for Papagano 5 1 5-27 Hilary Janks A new approach to teaching experience 3 2 68-70 Peter Kallaway Indoctrination in the history class? 1 1 11-18 Stanley Kaplan Education and change 3 3 108-111 Mike Kissack A critique of Fay's concept of critical social theory 6 3 142-149 Susan Kramer Moral conflict 1 3 168-172 Isaac Kriel 'Educated Kaffirs' in the Free State tool 2 3 195-197 Astrid Kuijper Knowledge and the authority of teachers 2 2 117-122 Robin Lee Evaluation and distance learning systems 2 1 25-32 John Lewin The challenge facing South African education 2 2 123-130 John Lewin Reply to comments 2 2 140-142 John Lewin (with Hofmeyr) Teacher education and the De Lange Committee 6 1 15-32 Brigid Limerick The 'educated Kaffir' and the prejudices surrounding education for blacks in Natal in the late Nineteenth Century 2 3 180-192 Rosemarie Lindner Black students and their understanding of English poetry 2 3 156-158 Rosemarie Lindner There is more than one way of skinning a cat 3 2 98-101 Donald Lomax Challenge and response in teacher education 1 2 69-75 Paddy Lynch (with Colussi) Teachers' opinions concerning the assessment of school practical work in science 2 1 36-47 Judy Maguire (with van Zyl and Gordon) Association for the education of gifted children in South Africa 2 2 81-86 Don Margetson Background to the HED(PG) working party 1 1 1-10 Don Margetson The prize red-herring: theory versus practice 1 1 32-39 Don Margetson Education - an interdisciplinary enquiry or a territory divided against itself? 1 2 56-62 Don Margetson Indoctrination or education in the history class - the Kallaway/ Morrow debate 1 3 133-139 Page 4 Author Title Vol No Pgs Ref 78 Don Margetson Participation, democracy and education 3 1 35-41 I 91 79 Don Margetson Some comments on "Participating in education" 3 3 112-122 A 91 80 Helder Marques Power, authority and education 3 1 29-34 A 81 Margaret Meyer The aims of teaching poetry 1 3 176-185 A 82 Margaret Meyer English poetry and the second language student 2 2 96-103 D S3 Maureen Michau "The common and the diverse" and Comparative Education 6 1 67-71 I 129 130 140 142 84 Tony Morphet The world of work: its impact on curriculum planning 6 2 108-120 A 85 Patricia Morris Barmy whethers 1 2 45-46 D 58 86 Patricia Morris ’Gifted children' or 'children'? 2 2 94-95 D 139 87 Patricia Morris Every country gets the circus it deserves 2 3 201-202 I 62 68 134 145 88 Wally Morrow Education in the history class? l 2 47-52 D 58 89 Wally Morrow The contribution of theory of education to subject methodologies 1 2 63-66 D 90 Wally Morrow Margetson on pedagogics 2 3 151-154 D 91 Wally Morrow Participation in education 3 1 42-54 I 78 92 Wally Morrow Education and schooling in Africa 3 3 105-107 D 38 93 Wally Morrow Accountability and the idea of a profession 4 2 90-100 I 20 94 Wally Morrow The voice of the people? 6 2 81-107 A 95 Jamas Moulder The education of adults 4 1 4-14 A 96 Johan Muller (with Crewe) Subjects and subjection: a comment 5 2 118-123 I 26 (126) (31) 122 97 Johan Muller How a community responds: De Lange and the Afrikaner Volkskongres Special Issue 52-61 A 98 Peter Mundell parents, politics and participation in school policy 6 2 129-138 I 41 112 99 Bemdine Nel (with Sirkhot) The Neo-Marxist concept of 'praxis and its educational implications 5 3 171-178 A (123) 100 Clive Nettleton Education and change 1 3 159-167 A 101 Christopher Orpen Student evaluation of teachers: the effect o f attitude similarity 2 1 33-35 A 102 Christopher Orpen Course evaluation questionnaires: the effect of student expectations 2 3 164-167 A 103 Christopher Orpen Can students judge lecturer performance accurately? 4 1 15-20 A 104 Christopher Orpen The effect of actual and perceived similarity on student evaluation of lecturers 5 2 86-87 A 105 Ben Parker The aims of education 3 2 74-79 A 106 Jonathan Paton HDE(PG) English: a divided course 1 2 90-9 6 A 107 Johann Pauw Some thoughts of education in a changing society 2 2 137-139 I 50 55 65 66 108 Shirley Pendlebury Education and change: a critique 2 1 1-6 D 100 Page 5 Author Title Vol No Pge Ref 109 Shirley Pendlebury Talking of dragons 2 3 155 D 82 110 Shirley Pendlebury A modest proposal? 2 3 159-163 D 111 Shirley Pendlebury The notion of a philosophy of education 5 1 44-49 I 34 45 112 Randall Peteni The perceived role of teacher organizations with respect to the responsibilities, needs and problems of teachers 6 2 121-125 I 41 98 113 Louis Peters Education: aims and appetites 3 3 123-134 A 114 Tessa Phillips 'Leaderless' groups - chaos and confusion 1 3 140-142 D 125 115 John Povey Language policy and bilingualism 4 1 21-37 I 18 117 143 116 Michael Rice Introducing a language and learning project - some practical suggestions 5 2 76-85 A 117 Victor Rodseth Doing the right thing for the right reason m 4 1 38-41 I 18 115 143 118 Helmut Schirmer The electronic classroom 1 1 29-31 A 119 Sheila Schlesinger 'An examined life' - reflections on the teaching of literature 6 1 40-46 A 120 June Schneider New music in action 1974 1 2 80-85 A 121 John Sebedi Could educational theory be a science? 4 2 56-64 A 122 Janet Shapiro Education in a capitalist society: how ideology functions 5 2 99-109 I 26 (126) 31 (96) 123 Fairoza Sirkhot (with Nal) The Neo-Marxist concept of 'praxis' and its educational implications 5 3 171-178 A (99) 124 Mervyn Skuy The Youth Counselling Project 1 1 22-28 A 125 Mervyn Skuy The effects of 'leaderless' groups in teacher training 1 2 67-68 D 126 Kelwyn Sole (with Chisholm) Education and class struggle 5 2 110-117 I (26) 31 (96) 122 127 Enire Sorim "Whenever a body is unsupported it falls down" 5 1 1-4 D 128 Bernard Steinberg Jean-Jacques Rousseau and our own times - a bicentennial note 3 2 80-86 A 129 Bernard Steinberg Comparative Education in South Africa - towards an effective rationale 6 1 56-60 I 83 130 140 142 130 Henry Stone The common and the diverse 6 1 47-52 I 83 129 140 142 131 Keyan Tomaselli The teaching of film and television production: a statement of philosophy and objectives 4 2 65-75 A 132 Keyan Tomaselli The teaching of film and television production in a Third world context: the case of South Africa 6 3 176-187 A 133 Raymond Tunmer Colour or class prejudice? A response to 'The educated Kaffir' 3 1 1-3 D 87 134 145 134 Henning van Aswegen Further perspectives on late nineteenth century attitudes > 3 198-200 I 62 63 87 145 135 Owen van den Berg "A programme to attain equal quality for all inhabitants": some comments Special Issue 21-34 A 136 Zak van Straaten A new meta-theory of education 1 3 147-153 A Page 6 Author Title vol No Pgs Ref 137 Zak van Straaten The reality of language correction 2 1 71-72 1 11 12 19 148 138 G van Wageningen Aspects of human nature in which education is rooted 2 3 168-179 A 139 John van Zyl (with Gordon and Maguire) Association for the education of gifted children in South Africa 2 2 81-86 D (48) (73) 140 Dudley Vermaak The implications of the common and diverse approach for education system planning 6 1 61-66 I 83 129 130 142 141 Adriaan Viljoen Letter from Professor TA Viljoen 2 3 145-150 D 42 142 AJ Vos The nature and value of Comparative Education 6 1 53-55 I 33 129 130 140 143 Graham Walker The neglected question 4 1 47-48 I 18 115 117 144 Graham Walker Language across the curriculum 5 2 64-75 A 145 Eddie Webster Brigid Limerick's abstracted empiricism 2 3 19 3-194 I 62 68 87 134 146 Eddie Webster The state, crisis and the university: the social scientist's dilemma 6 1 1-14 D 147 Douglas Young On treating causes rather than symptoms - soma proposals for introducing 'language studies' in secondary schools and in teacher training 1 2 97-111 A 148 Douglas Young Graromaticality: correctness or appropriateness? 2 1 68-70 I 11 12 19 137 149 Allen Zimbler (with Barling) Behavouir modification as a training technique for black workers in South Africa 1 2 112-121 A 150 Allen Zimbler Acquiescence to authority in the teacher-training situation 1 3 154-158 A .7 - PERSPECTIVES ^ IN EDUCATION PERSPECTIVES *1 IN EDUCATION f§ CUMULATIVE INDEX 1976-1982