Prospects for the more decisive implementation of the New Way of the humanities lie with the principal. Schools will become humanized as principals inculcate certain attitudes in teachers which will by proximity be translated into the learning situation; i.e., students cannot be expected to read, study, and think if teachers have reeducated…

In this study unit the image of the labyrinth is enlarged upon to assist students in understanding some of the complexities of life; through mythology, paintings, music, and literature the teacher can motivate students to interpret this persistent expression of man's inner world. (Author/JB)

Four model curricula are examined as approaches to individualized programs in the humanities. (KM)

A Master's curriculum in humanities education is described including a rationale, distinguishing between humanities education and the humanities; an outline of its humanities, education, and internship components; and procedures for implementing the curriculum. (JH)

Experiences in the humanities classroom will make better teachers, plumbers, and computer technicians than will vocational training. (Author)

To further comprehend the roles of curriculum, instruction, and objectives -- those conceptualizations of the educational experience -- it is necessary to begin a systematic search of inner, human experience. (JH)

From a paper given at the NAHE Conference in Seattle, Washington, October 20, 1972. Directions necessary for the Humanities are discussed. (JB)

This is a review of literature for the high school or college humanities teacher who is committed to the teaching of religion as part of the human experience. (Author)

A federal grant to the Missouri State Committee for the Humanities began a program aimed at emphasizing the human quality of existence, the beliefs and values by which man lends meaning to his daily existence. It has grown, through the county extension offices, to statewide proportions, providing curriculum guides, model programs, and improving…

Congruence between content and educational methodology requires an experiential, inductive approach by teachers of the arts and humanities, based on the thesis that only through experience can one form a true impression of an art. (JH)

Suggestions are made for realizing the essense of a culture, the general spirit premeating and expressing a era, and an event in time that must be explored -- all within the walls of a classroom. (Author/JH)

A mini-course of nine weeks was organized as a laboratory course to survey relationships in literature, music, and art. Three periods in the arts (Romanticism, Impressionism, and Contemporary) were matched with three major activities; the basic areas of study and activity were poetry, short story, and novel. (Author)

From an October 20, 1972, address, NAHE conference, Seattle, Washington. The interdisciplinary nature of humanities education is emphasized, with the major focus on the need for humanistic education'' rather than humanities education''. (JB)

With funds from the National Endowment for the Humanities, three multimedia unit prototypes were produced, replicated and field tested. Unit 1: The Visual/Tonal Analogy; Unit 2: The Visual Koan; and Unit 3: The Classic and Romantic Point of View. (JB)

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)