Career education is a plan to adapt our educational system so that every child develops fully into a capacitating, participating, contributing, and fulfilled human being. Schools, in order to achieve these ends, must develop eight characteristics which are discussed in the article. (Author/BP)

Describes a course initiated in a small liberal arts college in order to provide an indepth study of consciousness expansion and self-awareness with particular emphasis on the guided growth of creativity. (Author)

The role of the mentor is traced in the literature of adult developmental psychology. Four primary elements of that role are: pointing the way at a developmental crossroad, offering material and/or emotional support, challenging, and letting go at the appropriate time. (MSE)

This position paper challenges the counselor to demonstrate commitment to the needs of adolescent clients by providing them a pressure-free arena for self-exploration. The counselor must be different from others, by helping adolescents recognize and actualize their own wishes and values. (Author)

Self-realization requires both protection and challenge from the environment. The developmental conditions of home and school are not meeting the needs of different children with their highly diverse and unique potentialities, especially in the provision of a proper balance between protection and challenge. (Author/SJL)

Focusing on the adolescent age group of college students, this paper addresses the physiological and psychological changes and conflicts experienced by them and the role of institutions and faculty in helping students prepare for life. (LBH)

The educational system is an invention by people to control the life force of conative energy. It teaches individuals to deny their own creative self-fulfillment and future options, to amass authoritative abstractions, and to welcome adulthood within the parameters given by others. (Author/SJL)

Looks at the implications of the new millennium in the development of Catholic identity of teachers. Puts forth a Catholic identity paradigm for the educator, and addresses issues of commitment to community-building, lifelong spiritual and religious growth, ongoing professional development, formation of students' spiritualities, and students'…

Explores the meanings and connections between two different identities: women (visible) and lesbian (invisible). Utilizes a series of interviews to examine the complex relationships that exist between individual identity meanings and those that are socially constructed and maintained within an educational system. Includes many verbatim comments…

This booklet is intended for physical education teachers of adolescents. Physical activities are designed to enhance the students' knowledge of exercise physiology, kinesiology, psycho-social humanities, and motor learning and how this knowledge relates to health, appearance, achievement, psycho-social development, aesthetics, and coping. The…

The affective education movement and applications to foreign language learning are surveyed. Affective, or humanistic, education seeks to include self-knowledge, improved interpersonal communication, and clarification of one's values. Research studies show that thinking and feeling are intertwined. Emotion is present in the classroom and cannot be…

The guidebook is designed to help school districts plan humanistic education programs. Humanistic education is defined as a commitment to education and practice in which the teaching/learning process emphasizes the individual's freedom, value, dignity, and integrity. Humanistic education aims to develop the learner's potentials, help students to…

Proposes recommendations for balancing middle school students' academic, personal, and social needs by addressing personal development through curriculum and instruction, instructional program components, and a culture of assessment. Argues that academic achievement enhances self-esteem, concluding that students' academic achievement and personal…