Examines Piaget's and Vygotsky's conception of the relation of the social to the individual, including individualism versus holism, Piaget's alternative of relationalism, and Vygotsky's views of the nature of the social. Suggests that Piaget's denial and Vygotsky's advocacy of explanatory emergence leads to the question of domain-general versus…

A program in English for speakers of other languages is held in a South London community center. It takes a holistic approach, providing emotional security, helping students with external problems, and forming networks to overcome isolation and lack of resources. (SK)

Identifies the prerequisites for creating an institution-wide culture of hope and opportunity that helps encourage, nurture, and support scholarship. Discusses the intrainstitutional partnerships that promote scholarship, and lists some of the benefits accruing from the resulting holistic structure. (EV)

Applied outdoor experiences may be seen as theater and, as such, can allow a more flexible, integrative approach to outdoor learning. Both the arts (particularly theater) and outdoor experiential learning contain nine common elements, including elements of working with groups, and personal and transpersonal components of experience. Three…

Describes a holistic approach and an interdisciplinary curriculum in enhancing critical thinking and education for democracy at the junior-high and high-school levels implemented in Haifa and its vicinity in Israel. Concludes that the general consensus of the parents and teachers was that this method is a positive aid and tool in transferring…

Teacher talks about difficulty of dealing with often contradictory changes in instructional methods, especially in teaching reading. (PKP)

Reviews the research that suggests that qualitative approaches to the evaluation of library user education programs may sometimes be more appropriate than quantitative measures. The differences between quantitative and qualitative evaluation are discussed, and the instances in which one approach may be preferred to the other are identified. (17…

Examines whether prerequisite relationships exist between five analytical components of English-as-a-Second-Language (ESL) composition: content, organization, vocabulary, language use, and mechanics. Finds the need for an approach to writing which recognizes that "separate skills" are actually highly interrelated. (MM)

Comprehensive advising in college is a logical place to begin the process of life planning. The approach results in education that is both liberating and holistic. It requires student development personnel with academic credentials, active faculty support, active student participation, and development of appropriate tools and processes. (MSE)

Future school curricula are likely to be less departmentalized and more integrated and holistic. This article summarizes new trends and emerging issues, such as telecommunications; computer literacy; nuclear, environmental, and AIDS education; nutrition and exercise, aging education, and futuristic study. Includes 18 notes. (MLH)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

Demonstrates how collaboration among student development educators and university instructors can use content of academic courses to facilitate personal development in adolescent college students. Describes application of Chickering's seven vectors of human development to accomplish this in course entitled Drinking and Driving: Legal and Social…

Explores the nature of diagnosis and examines concepts learned from a study of diagnosticians in the health professions. Discusses the reference interview; the problem-solving process; client-centered and holistics diagnosis; establishing a client professional relationship; determining the context, user preferences and limitations; and evaluation.…

Staff development planners, trainers, and evaluators can increase the impact of the staff development activities when they view their work from multiple perspectives using the Centric Reflection Model. The model offers a visual representation of various types of reflection that can occur in training design, delivery, and evaluation. (SM)

Addresses the therapeutic needs of South Asian communities in Great Britain. Challenges assumptions and beliefs held by therapists and counselors, and provides some guidelines for transcultural counseling practices. (JPS)