Palestinian youth face developmental, cultural, and political barriers that impede them from fully engaging in civic life. Non-traditional, youth-centered pedagogies of engagement, like community-based service-learning (CBSL), have shown promise to motivate marginalized populations and provide space and roles for them to form individual identities…

James L. Hymes, Jr., wrote prolifically from the 1930s through the 1980s on the need for adults to understand and regard children's socio-emotional needs. In the belief that the foundation for true education is relationship-based, this article highlights Hymes's respect for children and examines the relevance of his regard for humanity for today's…

Argues that technology in general and educational technology in particular tend increasingly to isolate us from the very processes by which we define our humanity. (JOW)

Author presented Montessori's concepts of reason, creativity, and freedom, explained their interrelationships, and considered some specific objections that have been raised against her position. (Author/RK)

This paper is intended to promote serious and deep reflection on the desirability of applying the concept of encounter to education. (AN)

The author presents a critique of twentieth-century behaviorism and humanism as educational theories. He argues that the techniques of both lead to unwarranted intervention in individual lives and ceaseless human engineering. (SK)

One assessment method used in early childhood classrooms is videotapes of each child. Videos can be viewed by teachers, parents, specialists, and others to track individual growth and development and plan tailored strategies. (SK)

With the mythological example of Theseus and the Minotaur, learning is described as a journey. Using this metaphor, educators should demonstrate passion for the subject matter, make it meaningful, call learners to adventure, help them deal with anxiety, foster collaboration and self-direction, and encourage them to contribute what they have…

The contrast between the view of a distinguished theologian and the new humanistic psychology may shed new light on our educational predicaments. (Editor/CB)

England's Summerhill School is an alternative school based on child-centered philosophies involving, freedom, love of children, and natural development. A recent television program generated negative publicity that could endanger its future prospects. (SK)

Presents a historically based outline of six stages of human normative development. Elucidates this outline phenomenologically and derives a hierarchical scheme of normative behavior from which to develop programs of moral education. (SK)

Hunkins asserts that the curriculum has been splintered in reaction to myriad demands upon the schools. He outlines a plan for a "curriculum of encounters" which seeks to enable students to become complete human beings and has the potential for bringing unity and purpose to school programs. (SK)

Waskom's paradigm of human development is based on natural design and mathematical proportion. Its properties encompass purposes of life and learning, natural sense urges and personality traits, characteristics of natural stages of human life, and parenting, teaching, and community support. (SK)

Considered current attitudes toward education and how teachers fit into the picture. (RK)

An interview-based survey of 16 young parents in an urban alternative high school attempted to determine why certain youth remain in school after having children. Questions covered staff, setting, and curriculum. The authors suggest implications for dropout prevention. (CH)