Introduction
- "Educating ourselves about education - comprehensively" by Hervé Varenne (Teachers College, Columbia University)
Philosophical groundings and disciplinary investigations
- On (Not) Defining Education by Robbie McClintock (Teachers College, Columbia University)
- The Superstition of Learning by Ray McDermott (Stanford University)
- Triple Symmetry: Intelligence, Education, and Human Effectiveness by 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
Issues in comprehensive education
- 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, religion, and education by Natalie Becker, Begoña Echeverria, and Reba Page (University of California, Riverside)
- Health Education and the Quest to Change Behavior by Susan Walkley (independent researcher)
- Learning with art ... outwith the school by John Baldacchino (Teachers College, Columbia University)
- Between Provision and Thriving: What is Equitable in Comprehensive Education? by Dennis Wolf (Annenberg Institute for School Reform)
- Supplements to Schooling by Edmund W. Gordon and Mariana I. Vergara (Teachers College, Columbia University)