This and the previous issue of the Journal of Education have been devoted to an exploration of some of the dimensions and disciplines of the emerging field of humanistic education. These articles afford the reader a representative glimpse of current work that scholars in the field are pursuing. (Author/BJG)

The context, meaning, boundaries, methods, assumptions, implications, practical outcomes, and evaluation procedures of humanistic education are explored. Contributor approaches are briefly sketched. (Author/BJG)

Part I of this annotated bibliography deals with books and articles on such topics as achievement motivation, process education, transactional analysis, discipline without punishment, role-playing, interpersonal skills, self-acceptance, moral education, self-awareness, values clarification, and non-verbal communication. Part II focuses on…

Four elements of dehumanization in the schools which must be changed are described: (1) viewing students as passive, plastic, and environmentally determined objects; (2) ignoring the integration of students' feelings, emotions, aspirations, volitions, and cognition; (3) increasing bureaucratic authority and specilized disciplines; and (4)…

Expression in its various forms is a central concern of humanistic education. Buchler wrote that whether an expression has revelatory or substantive significance depends on the context and situation. It is now thought that expressive acts may have revelatory, substantive, or a combined significance. (Author/BJG)

Dilthey's contributions to humanistic philosophy and education include: (1) his view of man as a social and historical creature, (2) his methodological reliance on the isolation of experience, expression, and understanding, and (3) his emphasis on autobiography, biography, and objectivity of the mind in research methodology. (BJG)

An inventory is presented which samples the vast range of resources available in humanistic education. Listed are institutions or programs thought to be important, representative, or distinctive. (Author/BJG)

Antecedents of humanistic education appear to be economic affluence and technological advancement. Historically, this phenomena occurred in classical Greece; the Renaissance; the agricultural and industrial revolutions in England; the Romantic period; the revolutions in the consciousness created by Marx, Freud, and the existentialists; and the…

An analysis of the content, process, and purposes of common evaluation practices has revealed ten specific dehumanizing effects on participating students and educators. More humanistic, alternative evaluation practices have been suggested for each. (Author/BJG)

The essential and inescapable interrelatedness of mind with body, theory with practice, content with process, and ends with means is maintained and the statement whatever one does or does not do is inescapably value-laden asserted in humanistic education. Between humanities and humanistic education resides a shared spirit and inspiration. (BJG)

Humanistic and open education advocates, who believe that there are no neutral positions nor totally independent judgements, are concerned with freeing individuals, and advocate an educational process that responds to the needs of individuals rather than one that requires conformity to a predetermined model. The rationale for similar positions…

Argues that technology not only represents a set of devices that teachers may use but, more importantly, advances a view about knowledge that shapes social existence and stifles the creative learning that most educators extol. Advocates humanizing educational technology and reintegrating it into the process of learning, not just the classroom…

Dialogue, though a broad concept, may be characterized as the interaction of individuals engaged in the process of human growth. These individuals, who differ in values, needs, and orientations, communicate in a mode without static elements, rules, or dogmas. The application of dialogue-centered learning to the classroom is explained. (BJG)

Current social studies programs do not include the study of prosocial behaviors such as altruism, generosity, and compassion. This omission legitimizes the view that human behaviors are self-serving. Curriculum developers should fashion programs which provide prosocial models and opportunities for students to conceptualize such behaviors and…

Proposes an integration of critical theory and humanistic education. Strengths and limitations of each are discussed, and a model for liberatory education is proposed. The model is illustrated with an example from a fifth grade classroom. Further dialogue among humanistic educators and critical theorists is recommended. (Author/VM)