Discusses how the intersection of biography and history serves as an appropriate vantage point for understanding human lives. Explains how a course which embodied this idea was developed and implemented focusing on the 1935 Vassar class. Examines oral histories as a central feature in designing and conducting the course. (GEA)

Articles on IQ testing are presented: "Opportunity and Intelligence" (Stephen White); "Beyond the IQ: Education and Human Development" (Howard Gardner); "Beyond IQ Testing" (Robert J. Sternberg); "Working Smarter" (Roger J. Peters); "Varieties of Mind" (John L. Doris, Stephen J. Ceci); "Human…

Good teachers are treasures, but they need rewards and small classes. They cannot instruct others in self-esteem if they feel like losers. If the teaching profession is scorned and the school administration offers no support, the teacher can be only poison in the classroom. (MLW)

A historical view of human behavior in the social environment (HBSE) in the undergraduate social work curriculum is presented, followed by an examination of the current state of HBSE in baccalaureate social work education, which was determined via a survey sent to all accredited undergraduate programs. (Author/MH)

Considers Blos' conceptualization of adolescence as the stage when a second process of separation-individuation takes place. Notes various handicapping conditions may force adolescent to stay closer to family and hence interfere with adolescent's separation-individuation. Suggests that nature of interference will vary depending on whether the…

Explores the relationship between knowledge and change and asks what knowledge is of most worth. Outlines 10 knowledge skills providing learners with the basis for coping with change. Failure to master these skills will leave future adults powerless in a complex, power-driven world. (MLH)

The data about women students in leadership positions are summarized, as well as information about gender differences in leadership. Suggestions for ways to use this information are provided. (MLW)

Discusses the search for gender identity in the midst of conflicting messages from modern society and reviews the American tradition of looking to outdoor adventure as a means of affirming gender-based community. Urges experiential educators to be sensitive to gender-related anxiety and aware of the benefits of same-sex groups. (JHZ)

Examines the development of, and interrelations among, three types of autonomy during the transition from childhood into adolescence: emotional autonomy in relationships with parents, resistance to peer pressure, and the subjective sense of self-reliance. (HOD)

Presents self organization theory, which explains change in human development and behavior and which views choices and changes as being created in a state of disequilibrium. Includes background in previous developmental theory and in systems theory and explains first- and second-order change within the theory. (Author/KS)

Reveals the need for departments to offer course instruction in behavioral self-change. Describes a self-change course which offers students an opportunity to apply proven psychological principles to their own lives and thus meets the need for personal relevance of education. Provides suggestions for implementation of a self-change course.…

The early apprentice, his work regime, and his directive to travel are discussed. Apprentices had both a learning and a working relationship with their masters and they performed tasks that often brought them into contact with the adult world. The wanderjahre, the practice of requiring apprentices to wander, is described. (MLW)

Reviews selected research relating to the artistic and aesthetic behaviors of children four to six years of age and gives teaching and curriculum suggestions to encourage development in these areas. (RH)

An interview with David Riesman is presented that highlights his own education. His judgments and predictions concerning higher education and its relationship to society at large have repeatedly proven solid. (MLW)

Discusses research on human development from an interactional perspective; methodological problems connected with interindividual differences in biological maturation (using empirical studies from a longitudinal program); and major implications for further development research in an interactional perspective. (Author/BE)