This article examines how the social sciences should provide the foundation upon which educators can modify old curricula to achieve a humanistic curriculum. Emphasis is placed upon the fact that social science disciplines have a common denominator of man which is readily adaptable to humanistic education. (DE)

The emphasis in physical education appears to be changing toward a more humanistic education to counteract a dehumanizing trend with the emphasis on mechanization, efficiency, and technological innovation. This paper includes the results from a small survey of physical educators representing five groups: (1) curriculum theorists, (2) researchers,…

Ernest Boyer, president of the Carnegie Foundation for the Advancement of Teaching, assesses the limits of reform, formulates the substantive questions needed to move reform to a higher level, and proposes a convocation of educators to plan reforms for the 21st century. (TE)

This article describes the back-to-basics and humanistic education movements and concludes that it is crucial to maintain the balance between the two, that both have intrinsic merit. The de-emphasis of either is an abdication of the responsibility schools assume and an injustice to the children they serve. (Author/KC)

A curriculum is proposed that presents all subjects as a stage in humanity's historical development. The philosophies of science, history, language, and religion would be taught, and there would be strong emphasis on classical forms of artistic expression. (Author/MLF)

The attempts of St. Viator High School in Arlington Heights, Illinois, to respond to the pastoral "To Teach as Jesus Did" is described. For journal availability see SO 504 329. (DE)

Reports on a three-year study of ways in which community college occupational programs might better meet the needs of the community by integrating humanities into the curriculum. Offers definitions, describes the study, identifies the unique contributions of the humanities, and offers recommendations on curriculum development and implementation.…

Various stages in the development of educational objectives by a major British curriculum development project are described. (DE)

This article defines the aims and goals of a humanistic curriculum design. The philosophical foundation and assumptions are integrated into the problems and issues of a real school situation. The achievement of the new curriculum is described as a process of complete overhaul of the current public school structure. (Author/DE)

Educational practices should strive to avert the catastrophe of nuclear warfare by communicating a sense of the reality and accessibility of peace. Educators must be responsible to all mankind for the values they hold and teach. Humanization should be the goal of curriculum development. (PP)

A fictitious American school district provides the setting for model educational and organizational objectives. In an attempt to meet the requirements of the expanded school role, the curriculum includes topical areas such as sex and human relations education, race, international relations, and environmental education. (JN)

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

The author explains how a humanistic curriculum can function as a component of systems in which learning outcomes are predicted, and in which students' and teachers' responsibilities are defined clearly. (GW)

Two major questions need to be asked by teacher preparation institutions: (1) What ought to be the key areas of study for youth in the decade ahead? and (2) How should teachers be prepared to teach in these areas? Six concepts are suggested for a teacher education program for the 1980s. (JN)