Steve Cochrane argues for the need of young people who practice the principles of humane education, and why those principles need to be central to the work of schools worldwide. The priniciples of humane are: (1) Caring about the problems affecting people, animals, and the natural world; (2) thinking critically about the root and systemic causes…

Bringing peace to the world is a profound aspiration, and it can be achieved by instilling the values of empathy, compassion, and respect in young children through humane education. Humane education sows the seeds of hope for a future that can heal our planet and usher in positive societal change. Humane education fosters empathy and ethical…

Twelve case study incidents with young children are presented with the responses illicited from workshop participants in order to illustrate that for a humane teacher there are not right answers but many possible alternatives. (MS)

Outlines three contemporary approaches to curriculum reform: affective education, back to basics, and open education. (SB)

Advocates teaching humanistic elements such as parents' history, individual uniqueness, potentiality, awareness, learning, new experiences, communication, and truth in discovery. (BJD)

The author discusses his belief that education of the group toward humane and considerate behavior is as much a part of the responsibility of the teacher as is the education of the individual. Examples are given of children's herd reaction and their stereotyping of individuals. (MS)

Discusses ACEI's four facets of humane education: assuring children's physical growth, fostering a good self image, creating caring relationships, and valuing a world of diversity and change. Also, expectations for adults involved in education are listed. (JB)

Discusses some of Janusz Korczak's thoughts and ideas concerning children's rights and rearing. (MP)

Comments on our common roots as human beings, as members of the twentieth century, and as citizens of the United States in relation to childhood education and family life. (CM)

Discusses the importance of "humaneness" in education. (SB)

Describes the circumstances which provoked creative expression in writing by a seven-year-old in an English primary school, and discusses the school's flexible, humanistic environment. (BR)

Advocates a change in educational emphasis in which humanism is seen not as an alternative but as a given. Suggests switching focus from measuring end-results to providing options which emphasize process and which reflect two themes, namely active learning from concrete experience and the symbolization of that experience through sensory means. (BR)

This noted educator discusses how to give a child in today's society a sense of his/her own identity, emphasizing that we must modify our culture-bound, period-bound notions which tie identity to ideas of dominance and achievement in a world of limitless growth. (CS)

Noting that what children learn about the wide variety of people in the world influences the kind of adults they become, discusses the challenge educators face in teaching children to appreciate and respect diversity. Explains the advantages of teaching children about other cultures and describes how one teacher integrates the study of different…