Each of these papers focuses on an aspect of the overall task of noticing and understanding forms of education that spring directly from human existence.
This is the education that addresses the particular conditions people find themselves in and is not directly controlled by the state. It is what is generally referred to as "informal education" or
"out of school education" though we are looking for a label that does not, by implication, indexes the formal or the school as the default mode for education. Thus our use of the phrase "comprehensive education."
The papers are designed to accomplish two tasks. First, to review the most significant research on the particular topic. Second, to suggest what kinds of future research is needed to fill the gaps revealed by the review. The authors of the papers are leaders in their fields. They have conducted significant research in education, in and out of schools. They are all committed to viewing education comprehensively as a broad process of continuing transformation. They are all concerned with finding new ways to capture this process without reducing it to what schools must do or measure--particularly when they are personally committed to transforming schools.
The following list of topics is emerging as the final one. The titles are most likely to change.
The papers are grouped into two groups. In the first group are papers concerned with exploring the implications of the overall approach from the point of view of the writers' discipline. In the second group are papers addressing particular issues.
- by Ed Gordon
- "Educating ourselves about education - comprehensively" by Hervé Varenne (Teachers College, Columbia University)
- Disciplinary investigations
- Toward the definition and specification of the domain of out-of-school learning; if the field includes almost all academically relevant experiences that happen out-of-school, as is implied in Gordon, Bridglall and Meroe, can supplementary education be a specific domain
- What do we know about supplementary education programs? A research synthesis by Howard Everson (Fordham University)
- The Superstition of Learning by Ray McDermott (Stanford University)
- Triple Symmetry: Intelligence, Education, and Human Effectivenessby Michael Martinez (University of California, Irvine)
- Definitions, Variables and Logic Models to Support the Empirical Study of “Comprehensive Education” Constructs by Madhabi Chatterji ( Teachers College), Beatrice L. Bridglall, Nancy Koh, and Radhika Iyengar
- On (Not) Defining Education by Robbie McClintock (Teachers College, Columbia University) - StudyPlace discussion
- The economics of learning beyond the classroom: Valuing the returns by Alan Wagner (State University of New York, Albany)
- Issues in comprehensive education
- Review of model programs by Heather Weiss (Harvard University) and Ed Gordon (Teachers College, Columbia University)
- Athletics as education by Ed Gordon (Teachers College) and Louise Tomlinson
- Alternative spaces for education with and through technology by JoAnne Kleifgen and Charles Kinzer (Teachers College, Columbia University)
- "Bilingualing" without schooling: The role of comprehensive education" by Ofelia Garcia (Teachers College, Columbia University)
- Science education in school and church by Reba Page, Natalie Becker and Begoña Echeverria (University of California, Riverside)
- Health Education and the Quest to Change Behavior by Susan Walkley (Teachers College)
- Learning with art ... outwith the school by John Baldacchino (Teachers College, Columbia University)
- Re-thinking Equity in the Context of Comprehensive Education Submission: Lessons from Mathematics and Visual Arts Learning by Dennis Wolf (Annenberg Institute for School Reform)
On StudyPlace (go there to leave comments and make suggestions about the papers as a group; please go to the individual paper sites for comments about the papers themselves)