The phenomenon of violence, in its different forms and varieties; the peak of aggravated nationalists and extremists; poverty; the different movements of migration; the role of religion, the perception of the deterioration of politics; the need for an impulse of associated movement; the need to adapt to the roles that should confront the…

Article attempts to close the gap between the terms "humanities" and "humanities education," between scholars and practitioners, between a body of content for study and the process by which that content is taught. (Author/RK)

While the elements of enjoyment, creativity, and pleasure are present in the learning process, education is basically work, and despite its joyful aspects, it is sometimes drudgery. (JD)

The accountability system was designed in part to link practice and theory more closely, but educators in the humanities point out that neither everyday experienced nor the affective domain can be accountable in such an explicity system. In the humanities, especially, there is another way of knowing -- unpredictable, unique, often capricious --…

Beginning with the notion of language as the basis for all thought, this article presents a formal analysis of Unamuno's thought and its relevance to educational aims in modern culture, stressing that the goal of education is to draw the student into the background of meanings and feeling that constitutes his language that he might come to learn…

Suggests that there are creative ways of measuring affective objectives in art and that an instructional objective may include affective criteria related to cognitive or pschomotor competencies in art. Also notes the teacher's role in helping students to appreciate what they have learned in art. (Author/RK)

We need large scale social involvement which will mobilize the forces and institutions of society to bring pressure to bear upon the educational system. Until teachers can step out of their central classroom positions and into the role of agents for change, we may be stuck with our present inadequate system. (Author/CB)

The teacher who establishes a relationship of mutual openness and trust with students enables them to set their own goals and realize their full human potential. (JD)

Education should aim at developing a kind of person who knows how to live well. School instruction fails to accomplish this. Customarily, learning is acquired through example and emulation, rather than through teaching of rules and precepts. Implications for teaching science, mathematics, history, and religion are discussed. (PP)

Science education in Great Britain needs to develop more human and humane themes; e.g., students should study aspects of science that are essential to their self-understanding, and they should evaluate their own personal understanding of key scientific concepts and theories. Researchers should study the learning process variables of science…

Designed for the growing field of philosophy and children, this sourcebook is concerned with motivating children to think in ways that will increase the meaningfulness of their lives and, as a consequence, help them see the importance of their own education. The approach entails a reappraisal of the entirety of philosophical literature in search…

Three methods of teaching--traditional lecture, Socratic, and radical humanist-- are examined as they are used at the college level of instruction. It is argued that these methods are based on teaching theories that differ from one another in terms of assumptions about the teacher-student relationship, the nature of knowledge and truth, the…

This brochure is presented in the context of the "back to basics" movement to draw attention to the fact that the basics of a good education are skills that will enable people to live more effectively in the world of the future and that study of a foreign language contributes to the development of these skills. Basics are defined as…

This document reports on a "mini-conference" on the contributions of educational research in the past ten years. Significant research projects in the following eight major areas are identified: (1) human development and learning; (2) teaching; (3) equality, inequality, and human rights; (4) educational finance; (5) educational administration; (6)…

The guidebook is designed to help school districts plan humanistic education programs. Humanistic education is defined as a commitment to education and practice in which the teaching/learning process emphasizes the individual's freedom, value, dignity, and integrity. Humanistic education aims to develop the learner's potentials, help students to…