For the Aristotelian principle to become operative, certain principles must be met. Individuals should be free from anxiety about satisfying basic needs. They cannot enjoy complexity in their lives beyond a certain point. To have satisfying lives, individuals should engage in both passive and active enjoyments, leading from a lower to a higher…

Recommends that development of altruistic potential, ethical values, and a sense of empathy must begin in childhood. Suggests ways in which educators can help children understand the intrinsic importance of kindness, compasion, love, honesty, tolerance, and individuality. (Author/DB)

Describes the secondary and college level courses in social biology taught in the early 1960s that first linked the human situation to basic biological principles and concepts. Provides a general description of the present status of social biology in England. (CS)

This editorial outlines desirable content for a comprehensive text on social biology and discusses the relevant areas of hominid evolution, ecology, ethology, and archaeology. (CS)

Liberal arts scholars can make good academic administrators because their disciplines develop the necessary skills, including the abilities to see things whole, to identify intellectual excellence, to know the moral dimensions of behavior, to envision how life may be bettered, and to be sensitive to minorities. (Author/MSE)

The humanities are described as the custodians of the human image. Today's humanities have burdens which are social and conceptual. Higher education training in critical thinking works against the image of man, which keeps civilization vital. (JN)

An examination is made of dependency in the area of educational analysis and policy formation on the use of metaphorical thinking. A clarification is made of the conceptual difficulties that arise from the inability to understand the difference between the phenomenological world and the symbolic world. (JN)

Whitehead's analysis of experience can contribute to an understanding of the process of liberal education by distinguishing among the experiential bases and characters of various kinds of knowledge. Subjective experience is identified as the basis of all philosophical inquiry. (JN)

The silence surrounding the psychological investigation of love has been broken. Not only is love being examined from a theoretical framework but better empirical tools are being developed and used. There is a lack of agreement among professionals about the meaning of love. Compares the humanists' and behaviorists' concepts of love. (Author)

Study compared teachers' attitudes toward human nature (trustworthiness, altruism, independence, and strength of will) with their interest in using affective methods. "Typical" prospective user of affective methods was female, with strong negative belief in the altruistic characteristics of people. (DS)

The need for a mathematics program that "emphasizes the humanness of its young clients" is discussed. Early experiences in mathematics are suggested. (MK)

The author traces occurrences in his life which contributed to his changing from Judaism to Humanism. Traces the Humanist Movement from 1927 to 1961 when the Supreme Court ruled that Humanism is legal equally to theistic religions. Journal availability: see SO 507 190. (KC)

Challenges criticisms that rational emotive behavior therapy (REBT) is not humanistic. Responds to misconceptions regarding the term "rational" and concludes that, although REBT is closely identified with secular humanism, REBT can also be seen as a set of analytical and therapeutic skills that religious humanists can use. (RJM)

Analyzes content and process in Western historiography. Provides a diagram that explains variations in historical approaches: inquiry moves from small to large scale; and philosophies range from the humanistic to social-scientific. Examines four historians whose work exemplifies these points on the continuum. Suggests synthesis of humanistic and…