The author defines the concept of humanization and offers concrete examples of how education might become more humane. (AS)

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)

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)

Discusses (1) the need for educational theory and the unwillingness of many professional educators to respect and use theory, (2) the unwillingness of professional educators to recognize that education is more than schooling, and (3) the relative inability of the education profession to connect the ideas of those working on curriculum matters to…

This report summarizes the historical development of humanism from Petrarch and Boccaccio in the Renaissance to the present. The freedom of thought, self-expression, and creative activity that characterized the humanistic schools are considered to be the fundamental bases of education today. A brief description is given of brutalization and…

In this paper the affective domain entails provision for the growth of attitudes and behaviors that deal with feelings, emotions, values, and in general the personal concerns of students. Its place in curriculum can emerge from an exploration of the following questions: To what extent can we identify and describe a distinct affective curriculum?…

The school curriculum should be reappraised, and new guidelines developed, establishing different levels of achievement for pupils of different abilities. The increase in the understanding of the psychology of learning is one of the great accomplishments of the last one hundred years. Some years ago it was generally believed that much of what…

Four conference presentations in this report provide insights into and understandings of both the process of curriculum change and the direction that such change should take. Professor John I. Goodlad, in the first address, urges the development of a "humanistic curriculum." In the second presentation, Dr. William G. Hollister, a mental health…

All research on curriculum development incorporates implicit assumptions about the nature of persons and the nature of learning. These assumptions fall into two major categories: (1) psychological assumptions, based on empirical descriptions; and (2) logical (conceptual) assumptions, which give explanatory accounts of meaning. Most curriculum…

Education should help people learn to use past experiences as a basis for acquiring new meanings, which frees individuals from what restricts and what enslaves. However, the curriculum has become a program for social purposes and the school an instrument of social control when, in reality, what is needed is persuasion (not coercion) and discussion…

The first part of this publication is given over to three major papers that emphasize the present and urge consideration of the problems and challenges of man's future. In "Education for Genuine Community," Samuel D. Proctor emphasizes the need to strive for a new momentum toward community as a possible solution to societal problems. Theodore…

This report contains conference addresses that (1) deal with social and psychological forces influencing curriculum change and (2) discuss actual changes now taking place in a number of subject fields. Insights into the forces acting on the curriculum are presented by the authors of Part I. Arthur W. Foshay challenges educators to recognize the…

To aid elementary school classroom teachers and others interested in developing humanistic education programs, the book suggests materials, resources, and activities which work toward humanistic goals. Humanistic education is interpreted as a process of helping people develop human potential. The book is presented in 13 chapters. Chapter I defines…