Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning:…

Martha Nussbaum argues that the aims of higher education ought to include the development in pupils of the capacity to contribute to the cultivation of humanity as intelligent, global citizens. For Nussbaum, "training" in this capacity is distinctly "philosophical" and she proposes that, to achieve this, teacher-pupil…

Humanistic Psychology emphasizes five key principles: (1) belief in the wholeness of human nature and experience; (2) focus on free will and the individual power to create; (3) realization that the human person lives "nested" in biology, culture and history; (4) conscious intention is important to human development and action; and (5)…

Describes a way to enhance personal growth and meet humanistic goals through writing. (KS)

Expanded a previous factorial study of the writings of 40 humanistic educators by including 89 educators. Revealed two new factors--self-determined evaluation and a spiritual-transpersonal factor--as important principles of humanistic education. Confirmed the original factors, a general humanistic instructional paradigm, democratically induced…

The assumption that self-concept can be taught and is, therefore, a legitimate educational objective underlies this package of teacher activities. The package offers elementary school teachers multiple self-concept exercises, and the techniques and procedures for their implementation in the classroom. The specific purpose of each exercise is…

Notes on classroom techniques and activities through which teachers can aid students in becoming whole persons. (JT)

"On the Level," a classroom video series developed for 14- to 17-year-olds, is being broadcast by many public television stations. The series was designed to promote personal and social growth among adolescents. Suggestions given for the effective use of the series by teachers include: (1) selecting appropriate questions and activities; and (2)…

Seven educators, teaching undergraduate courses in a variety of subject areas, describe their experiences in implementing ideas from humanistic psychology. One activates students in large classes by beginning with small group skills. A psychology teacher practices encounter methods in a class for terminal students. An English instructor describes…

Discusses the application of principles and techniques derived from Gestalt therapy to education. Initial investigations of the results of these applications have noted significant benefits to both teachers and students, including personal control, self-knowledge and self-esteem. For journal availability, see SO 504 730. (Author/DB)

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…

In two 1969 articles, Maslow considers the dichotomy between humanistic and professional education, between education for personal growth and education for skill and competence. He expresses uneasiness at the trend toward Esalen-type teaching, which emphasizes students' feelings and interests at the expense of instructional content. (SJL)

In this paper, an integrated view is presented of the direction that education must take if it is to become the creative, effective, joyful enterprise that many educators long for. Educational institutions are not humane because they fail to deal with the human condition in all its variety and meaning. They continue to affirm the intellectual part…

According to Wellesley A. Foshay, in order to achieve a humane curriculum subject matter and each experience must be responsive to the human condition in the context of all pedagogical intentions of the teacher. Six classes of experience--intellectual, emotional, social, physical, aesthetic, and spiritual--make up the human existence. Teachers may…

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.…