A leader in the field of education will be a man or a woman who has reflected and who continues to reflect on the values inherent in human life and on what constitutes the "good life." The principal as leader will challenge both teachers and students to seek their vision of human value and to engage in a dialogic search for truth. (Author)

A new type of educational objective will have to be generated to replace behavioral objectives. This new objective will be nonspecific, developmental, inquiry oriented, and extrapolative. (Author/WM)

Presents the fallacy of four commonly held views about the necessity of grading and suggests ways the principal start the process of grading reform. (Author/DN)

Examines the role of leadership as it is viewed by others in the organization; the relationship of humanistic management to the leader's health and home life and, consequently, to his or her job performance; and the influence of changing economic conditions on the expectations of management and resulting leadership style. (Author/IRT)

The professional preparation of principals requires three equally important components: knowledge/theory, experience, and a disciplined knowledge of self. The omission of any one component does damage to the others. (Author/WM)

By acknowledging and taking advantage of the diversity that exists among teachers, children, and parents, school principals can organize educational alternatives ensuring the survival of the public schools. (WM)

The principal will play a key role in designing educational systems that free the human spirit to exercise initiative, to experiment openly, to enter fully into the enterprise of living and learning as complete people. (Author/WM)

Discusses (1) the need for educational theory and the unwillingness of many professional educators to respect and use theory, (2) the unwillingness of professional educators to recognize that education is more than schooling, and (3) the relative inability of the education profession to connect the ideas of those working on curriculum matters to…

The present hierarchical relationship between school and central office is examined. An alternative decentralized system is suggested as a way to make open education possible and to bring about humanization. (Author/DN)

Examines some of the leadership competencies and personal characteristics necessary for the creation of an effective learning environment, which is the primary goal of educational leadership. (Author/WM)

Proposes some educational objectives that offer direction for educational leadership while providing a constructive avenue for other institutions, agencies, and individuals to have a say in the schooling of children. (Author/WM)

If the media center is seen as an extension of communitywide educational services, then its major creators must be local educators, librarians, students, and community users of the proposed program. Creating such a center becomes an opportunity for schools and libraries to regenerate their services to their constituencies. (Author)

This article illustrates ways in which the schools are dehumanizing and suggests ways in which education can be humanized. (DN)

Looks at the evolution of open education in the United States. Focuses on the organizational changes that have been made to allow for open education. (DN)

Argues that we cannot transplant'' the open classroom from its English culture base and expect it to work in our society. Suggests that we be wary of cheap'' innovations and that open classrooms should be viewed as an alternative to our formal programs rather than as a panacea for all our ecucational problems. Recommends the evolution of a small…