Among the tasks of this discussion were the testing of the subjective/objective dichotomy and the question of the antithesis of permissive naturalism and social discipline, of self and society. (Author/RK)

Discussed the need for humanizing educational experiences in our society. (Author/RK)

Many of the "revolutionary" ideas in education have been procedural changes (e.g., team teaching) or sophisticated variations on old themes (e.g., "new" math). This anthology of readings attempts to break through familiar patterns of thinking about curriculums. Three initial articles under "The Process of Curriculum-Making" examine certain…

In this paper, an integrated view is presented of the direction that education must take if it is to become the creative, effective, joyful enterprise that many educators long for. Educational institutions are not humane because they fail to deal with the human condition in all its variety and meaning. They continue to affirm the intellectual part…

According to Wellesley A. Foshay, in order to achieve a humane curriculum subject matter and each experience must be responsive to the human condition in the context of all pedagogical intentions of the teacher. Six classes of experience--intellectual, emotional, social, physical, aesthetic, and spiritual--make up the human existence. Teachers may…

The extent to which second year medical students increased their positivity to psychiatry and changed their orientation toward the patient as a person, following a Behavioral Science course, was measured in two successive years. Mastery of the cognitive aspects of the course was also assessed. While performance significantly improved on the…

This publication was prepared to assist schools in developing curriculum to help children solve complex social problems and achieve their highest potential as human beings in a world society. A major objective is to provide students with competencies and skills necessary to cope with the interpersonal relationships and stresses faced by…