Analyzes and considers two problems in Bertrand Russell's account of growth. Examines the principles of freedom and reverence which Russell believed best enhanced free growth. Shows that, while Russell's theory of growth is imprecise compared to those of Dewey and Whitehead, it incorporates a humanistic conception of the individual. (DAB)

Health educators should be aware of people as growth aspiring, with a basic nature of goodness, and that individuals need to experience those qualities within themselves which produce health and a zest for living. (JD)

By developing nonlinear learning techniques in an evolving educational system, art educators have an opportunity to help individuals, no longer pressed to satisfy basic survival needs, integrate their individual genetic inheritance and the cultural environment of which they are a part. (MB)

The author discusses how to inculcate in pupils the capacities for liberty, equality, and fraternity, or, stated in other words, the capacities for creativity, for "give and take" among equals, and for perceptiveness of the real needs of others. (MJB)

The humanistic, moral, and essentially religious (re-ligare: to tie together) nature of education is examined to answer the questions: What are we educating for? And what kind of community are we trying to create through education? (MJB)

The history of the Waldorf (Rudolf Steiner) movement is outlined and an introduction to the philosophy and methods underlying it is given. (JD)

The statement that a teacher education program should develop a teacher's capacity for affective responses at the same time that it encourages the development of knowledge and skill in teaching is the affirmative hypothesis of this paper. A checklist was devised for the purpose of assessing the progressive and personalistic orientations of teacher…

The holistic nature of the human experience and the reality of human functioning need to be considered by the industrial arts profession; an overemphasis on psychomotor functioning to the exclusion of affect and cognition, will ultimately win the profession neither acceptance nor effectiveness. The nature of learning involves a range of…

Maintains that amidst the flurry of excitement generated by discipline-based art education and other experiments designed to strengthen art education, it is still important to remember, in the "Lowenfeld tradition," the psychological help and wholeness the children derive from making art objects and talking about them with their teacher.…

This book contains papers in revised form that were delivered during the Fordham University 1976 Institute on Moral Education. The eight papers are titled: (1) The Teacher as Moral Educator; (2) Ten Years as a Moral Educator in a Catholic School; (3) Moral Education at the College Level: A Blueprint; (4) Moral Education at the Elementary School…

Four models are discussed with which to view students, educational goals, and learning environments. Each of the four theories emphasizes a unique aspect of the total development process. Piaget's model describes the development of structures and processes which characterize mature logical thinking. Perry provides a closer look at students'…

Much attention has been given to the imbalance between thinking and feelings in the educative process. Human teaching calls for merging the cognitive and affective processes into one confluent learning experience. Language learning is viewed primarily as a means for affective reflective communication. Personal growth merges with language…