Views various ways in which ethnic groups seek to reaffirm their own worth, including minority consciousness, consciousness-raising, particularized cultural values, and comparing one's own cultural group favorably with all other group. Suggests that all peoples should remember that, in addition to having an ethnic background, they all share a more…

Reviews the objectives and accomplishments of a Polish educator, Janusz Korczak, who was director of two orphanages in Warsaw from 1911-1942. Information is presented on Korczak's humanistic values, educational objectives, insistence that the individuality of children be recognized, and selfless devotion to the children in his orphanages.…

Explores basic issues generated by opponents of humanism. Discusses the beliefs stated in the Humanist Manifesto and compares the beliefs of Type One humanists who emphasize reason and logic and Type Two humanists who emphasize experiential, affective approaches. Stresses the need for clarification of beliefs. (JAC)

Charts the battles over public school textbooks and the current targets of textbook protests, particularly secular humanism, new age thinking, and globalism. (SK)

Representative models of program evaluation are described by their approach to values, and categorized by empirical style: positivism versus humanism. The models are: social process audit; experimental/quasi-experimental research design; goal-free evaluation; systems evaluation; cost-benefit analysis; and accountability program evaluation. (CP)

Reflects upon the controversy between the values of humanism and of right-wing political groups, particularly with regard to educational objectives. Suggests ways in which humanists can make their voices heard. (DB)

Argues that behaviorism and humanism are incompatible, and any attempt to blend them is to deny the intellectual or practical existence of humanism as a theory of behavior. Humanistic theory must be recognized and application models must be designed and tested in school, childrearing, personal relations and leadership theory. (JAC)

Examines the shortcomings of the two major schools, behavioral and humanistic, that presently dominate the educational establishment's thinking about developing course objectives. Proposes a new pedagogical approach which allows educators to develop course objectives that illuminate the relationship between classroom methodology and content, and…