In this article, an appeal is made for the development and acceptance of mathematics curricula that express the humanistic viewpoint. (Author)

Author describes a design which seeks to formulate curriculum into discrete but interactive spheres. (Author/CB)

Reviews the new'' social studies curriculum in Hawaiian schools. (DS)

From an October 20, 1972, address, NAHE conference, Seattle, Washington. The interdisciplinary nature of humanities education is emphasized, with the major focus on the need for humanistic education'' rather than humanities education''. (JB)

The real community school is organized around basic life concerns and the problems of living. Hence, it cannot be confined within four walls. (Author)

The author warns the readers not to limit their own definitions of the concept of humanization to kindliness and affection alone. He asks school administrators to pursue its tougher dimensions." (Editor/MS)

This paper proposes a proven, viable program aimed at alleviating the intransigent attitudes toward curriculum change and the subcultural conflict of teacher and student interrelationships and, as well, provides an experience in humanized education. (Author/RK)

Described a program, HEAP, which attempted to humanize and personalize the junior college program for freshmen at Laredo Junior College in Texas. (Author/RK)

A brief description of the University of Florida's Childhood Education Program, which aims to produce teachers who have learned to use themselves effectively as instruments to carry out their educational functions. The research on which the development of the program is based is also reviewed. (HMD)

After distinguishing between what humanizing education is and what it is not, specific steps which can be taken to humanize secondary education are pointed out. (KM)

A plan for improving teacher quality calls for close cooperation between faculty of education staff at New York State University at New Paltz and public school officials. (DS)

Presents descriptions of the management, systematic, and open-access curriculum development models to identify the decisionmaking bases, operational processes, evaluation requirements, and curriculum control methods of each model. A possible relationship among these models is then suggested. (Author/DN)

Discusses three critical areas of the supervisory function -- curriculum reconstruction, staff development, and humane environment. (JF)

Briefly presents some points of view on how the Industrial Arts Curriculum Project (ICAP) products relate to career education. (Author)