Offers brief summaries of contributions made by several of Christopher Columbus's contemporaries, including Nicholas Cusa, Leonardo da Vinci, Michelangelo Buonarroti, Nicholas Copernicus, Johannes Gutenberg, Sir Thomas More, Desiderius Erasmus, and John Colet. Urges modern Catholic educators to learn from these risk takers and visionaries. (DMM)

A recognition of pradigmatic diversity and the contribution of multiple paradigms to planning greatly enriches both theory and practice. This analysis groups planning definitions into two general models, associates both with hard and soft systems thinking, and examines conceptual roots. The interpretive/humanist paradigm often highlights…

Describes teacher developed materials that will acquaint secondary students with the human aspects of war. The materials use fiction and the emotional impact of drama. Samples of dramatic scripts developed by the author for use in his school's Remembrance Day are included. (RM)

Describes a one-semester course in educational psychology for preservice teachers designed to give students the experience of participating in group-centered teaching and classroom meetings. A questionnaire was used to assess one aspect of the experiential approach An attempt was made to demonstrate that humanistic methods are viable in…

Outlines the history and roots of affective education and points out its shortcomings in contemporary educational programs. (MD)

Recommends that development of altruistic potential, ethical values, and a sense of empathy must begin in childhood. Suggests ways in which educators can help children understand the intrinsic importance of kindness, compasion, love, honesty, tolerance, and individuality. (Author/DB)

The need for a mathematics program that "emphasizes the humanness of its young clients" is discussed. Early experiences in mathematics are suggested. (MK)

The future of pluralistic democracies depends not only on laws but on individuals within the societies. Different cultures bring different strengths and conceptions of self and community. By studying different cultures and discovering shared virtues, students can identify those contributing to high quality of life for human society. (MSE)

An essay critiques the assumptions and philosophy of writers and educators in English-as-a-Second-Language (ESL) education concerning the role of humanism in ESL instruction, examining what can usefully be adopted from humanism and how it can be reconciled with product-focused, genre-based approaches. A response argues that humanistic language…

Discusses student reactions to college recruitment/admissions practices. Students indicated campus atmosphere, academic program and campus visits influenced the choice of a college. They want good information on which to make a decision and want to be treated as individuals. (JAC)

Many ways in which objects can be used to teach history are examined. An activity which requires students to hypothesize about the conditions of poverty and unemployment during the Great Depression and then to test their hypotheses by examining photographs taken in the 1930s is provided. (RM)

A discussion of volunteers on the college campus looks at research on volunteerism in the United States in general and on campuses in particular, and reviews literature on volunteer motivation, the college campus as a context for transmission of values, and the importance of mentors in development of humanitarian concern. (MSE)

The ongoing debate about what constitutes a genocidal act is analyzed. Discussed is a humanistic definition of genocide, i.e., the wanton murder of a group of human beings on the basis of any identity whatsoever that they share--national, ethnic, racial, religious, political, geographical, or ideological. Examples of genocide are provided. (RM)

Provides an annotated bibliography of 11 documents from the ERIC database concerning the teaching of religion. Includes items that explore the role of religion in public education, moral education, and secular humanism. Explains how to obtain ERIC documents. (SG)

One of the greatest needs in curriculum development today is for balance, not only in the goals, content, and objectives of the curriculum, but also in the learning theories that teachers apply to their methods and media of instruction. A student learning guide based on a mixed theory approach is presented. (Author/CMV)