In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the "dehumanization of leadership," whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using…

In today's world we appear to place a premium on happiness. Happiness is often portrayed, directly or indirectly, as one of the key aims of education. To suggest that education is concerned with promoting unhappiness or even despair would, in many contexts, seem outlandish. This paper challenges these widely held views. Focusing on the work…

Debate continues about what should shape and inform teaching and teacher education programs. In the age of globalization, considerations related to global competence, awareness, and community can no longer be ignored. Humane education, a newer and lesser-known area, addresses these considerations; its vision is such that every institute of…

This research objective is to highlight an innovative, holistic, inclusive, integrated approach to a sustainable future promoted by the "Earth Charter" and describe the structure of its ethical framework. The main conclusion of the research is that the ethical framework of the "Earth Charter" is based on a limited number of…

By raising pertinent questions relating to the process of humanization, the writers highlight several characteristics which principals can weigh in their pursuit of humanizing education. (Editor)

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)

The author defines the concept of humanization and offers concrete examples of how education might become more humane. (AS)

Addresses several issues related to humanizing science teaching, noting that in theory, such humanizing could cover any aspect of the changing relationship between man and science. Suggests that aims and objectives are needed so that materials for humanizing science can be adequately evaluated. (JN)

Author stated that man must learn to live with man in order to create a humane climate in which education can fulfill its role as a developer of minds. (RK)

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)

This cursory outline of the Human Development Program has been given as one example of Affective Curricula available for classroom use. While it is not within the scope of this paper to describe fully the mechanics of the Program, some mention is made of selection and preparation procedures. (Author)

The theory of human relationships as set forth in Thomas Harris' book "I'm OK - You're OK" can be applied in schools, says this author. He tells how teachers can help humanize education through the Child, Adult, Parent positions. (Editor)

Article concerned itself with what constitutes a humane school, the characteristics of a school's learning activities, a description of necessary instructional conditions, and how a school organization can maintain efficiency and accountability in its learning program and still be centrally concerned with people. (Author/RK)

General Education is viewed as education for life and improvement in one should stimulate improvement in the second. (JB)