An examination of weaknessess in behaviorist and humanist models of education evaluation provides a basis for a structuralist model. This model is grounded in developmental stages, the structure of the child and the curriculum, and the idea of education as a bridge between these structures to assist the development of the child. (JMF)

The author posits five general goals of a liberal arts education, describes each briefly, tells how they are implemented in a curriculum, and explains how the attainment of these goals, singly and in combination, contribute a beneficial and humanizing effect to one's life. (Author/SJL)

This paper describes a high school curriculum and an alternative role for the school counselor. The counselor becomes responsible for developing curricula and programs that aim to positively affect personal development of students. Prepared for the APA Division 17 Symposium on Developmental Counseling Psychology, Chicago, 1975. (Author)

The papers contained in this volume were given during a conference on "Humanistic Education in Desegregated Schools." The papers address a variety of issues in humanistic education, some practical and some theoretical. All attempt to assist elementary and secondary school personnel to accept diversity, whether based on race, sex, or…

Confluent education holds that any learning involves the affective as well as the cognitive domain. Affective components are present in the student, in the subject matter, and in the relationship between the two. Affect and cognition can be brought into meaningful relationship or "confluence" in classroom lessons which teach reading and writing.…

Four models are discussed with which to view students, educational goals, and learning environments. Each of the four theories emphasizes a unique aspect of the total development process. Piaget's model describes the development of structures and processes which characterize mature logical thinking. Perry provides a closer look at students'…

What are community colleges doing to help their students analyze social, economic, environmental, and political issues; become good citizens; live in a rapidly changing world; understand their heritage; discover their potentialities; refine their interests and goals; and achieve their optimum personal growth? These objectives provide a frame of…

While recognizing the popularity of the Bloom and Krathwohl taxonomies, this paper focuses on their shortcomings and proposes new affective taxonomies. The Bloom/Krathwohl approach to curriculum design is built around intellectual ends and ignores self-development and social intelligence. This has become particularly pronounced with the advent of…

This paper probes the structure of several different sets of "affective" early childhood materials. "Affective materials" are defined as those that ask children to look into their own personalities, to consider personal reaction to subject matter, or to consider the reactions of others in a set of circumstances. Four sets of commercially…

This paper describes the design, implementation, and evaluation of a Deliberate Psychological Education Curriculum to promote the ego, moral, and conceptual development of inservice teachers enrolled in a five-week workshop, followed by a supervised fall quarter practicum. Significant differences were found between experimental and control groups…

This publication was prepared to assist schools in developing curriculum to help children solve complex social problems and achieve their highest potential as human beings in a world society. A major objective is to provide students with competencies and skills necessary to cope with the interpersonal relationships and stresses faced by…