The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2-4)* . The leading approach to the study is emotionally-valuable, the methods…

A defense of the study of the humanities in light of the back-to-basics movement. (DD)

Unable to find written material for the reading level of eighth and ninth grade students in her humanities classes, one teacher wrote materials that have been successfully taught for the past five years. This article is her account of the development of a teaching unit about death and grief. (Author)

This secondary humanities curriculum is based on four assumptions: humanities are for all students, must be interdisciplinary as well as presented through multimedia, deal with real issues affectively as well as cognitively, involve value judgements and decision making. (JH)

Describes the role of the mass media in fostering the back-to-basics movement and encourages teachers to become leaders in a return to relevant, student-centered English instruction. (DD)

English teachers, especially those in large consolidated schools, must avoid the tendency to consider students as numbers rather than people. (DD)

Therapeutic potential for working with adolescents is maximized with the passage through each of the five checkpoints: (1) establish a relationship attitude; (2) isolate the known problem areas; (3) adopt a tentative position; (4) confront inconsistencies and unrealistic goals; and, (5) be a match to the adolescent. (Author)

The methods for teaching literacy must employ joy, inquiry, openness, and appreciation of difference or the literacy achieved will be rote, mechanical and subservient to rules and order. (DD)

Discusses genocide as an historical problem. Focusing on twentieth-century events such as the Holocaust and the Armenian and Cambodian genocides. Assesses the values of the United Nations Genocide Treaty. Calls for world vigilance to prevent future tragedies. (GEA)

Described is a unit that is an example of how a traditional subject in Canadian history, the Rebellions of 1837, can meet the social and emotional needs, as well as the intellectual needs, of students. In the unit, adolescent students are compared to "adolescent Canada" of the 1830s. (RM)

Suggests that structuralist arguments in the teaching of English question the ideology that has traditionally informed the study of literature--the very idea that such a study is a "humane" activity. (HOD)

Shows how the concept of negotiation has been applied in various school settings. Asserts the importance to individuals of human initiative and cooperation. (RL)

Profiles one high school teacher's humanities course, which emphasizes human expression through art. (RL)

Innovative programs discussed at 23rd International Conference on Alternative Education resemble those of 1960s. Although there is no typical alternative school model, some common structures and processes include collaborative, site-based management, small school/class size, extended teacher roles involving student counseling and guidance,…