Guided by a critical race praxis for educational research lens, the authors worked individually alongside their students in a K-12 or higher education classroom, embracing spaces of tension derived from the push and pull between oppression and liberation. The authors explain how these tensions troubled the ways in which humanizing practices are…

The author reviews various court decisions that have had an impact on the inclusion or exclusion of secular humanism in the public school curriculum. Particular attention is paid to one decision stating that secular humanism is a religious belief system for the purposes of the first amendment. (CH)

The author presents a critique of twentieth-century behaviorism and humanism as educational theories. He argues that the techniques of both lead to unwarranted intervention in individual lives and ceaseless human engineering. (SK)

The author argues that it is good that the university is secular, that it is open to the pursuit of knowledge in its broadest aspects. He states that whereas formerly humans were seen in relation to the world which defined them, now the world is seen in relation to humans, deriving its meaning from them. (CT)

Teachers who are frantically dissecting their curriculum materials into strings of behavioral objectives a yard long or who are under pressure to do so will find sensible advice in this article. (Editor)

The contrast between the view of a distinguished theologian and the new humanistic psychology may shed new light on our educational predicaments. (Editor/CB)

There is a particular affinity between the humanistic side of the curriculum and the conception of the whole child. (Author)

The author argues that scientific study of curriculum and instruction must find a responsible way to (l) deal with the role of human purpose in education, (2) deal with the criticisms leveled by responsible humanists, and (3) utilize the perspectives and insights provided by philosophers. (CT)

Article discussed an instructors' educational reforms and his attempts to develop student individuality. (RK)

Author tackles the basic problem of justifying instruction in a level of language usage that is regarded as elitist. (Editor/CB)

Considers the problems of the liberal arts curriculum, concerned with the distinctive potential in human nature, and reviews career education, concerned with the practical possibilities of human action, as a possible solution. (Author/RK)

Author attempts to describe and clarify some of the components of the humanistic school. (Author)

Examines the shortcomings of the two major schools, behavioral and humanistic, that presently dominate the educational establishment's thinking about developing course objectives. Proposes a new pedagogical approach which allows educators to develop course objectives that illuminate the relationship between classroom methodology and content, and…