Problems of "humanity in science" are discussed through the historical circumstances in which they arose and by examining the changing nature of the social contract between the scientific profession and society. (Author/SL)

In some sense, technology may be a stampede that tramples humanistic values taught in schools. There must be sensitivity not only to technology and changes it will bring, but to requirements for change relative to people's beliefs, perceptions, and actions in school settings. Teachers need to be effectively trained in management and educational…

Describes a method for assessing humanized science content and presents the results of a content analysis study conducted on 60 secondary science textbooks to determine the presence of "humanized content." (JDH)

This booklet introduces students to a wide range of works of classical liberal scholarship. The works described can be used in researching term papers, theses, and dissertations; each book and article provides valuable insights and information that can make the difference between an "A" and a "B" paper. The tradition of…

Discusses human nature and behavior and indicates that, with the rate of ecosocial change accelerating, understanding the nature of man has become a precondition to the enhancement of human individuality and to the very survival of our species. (Author/JR)

This paper proposes a proven, viable program aimed at alleviating the intransigent attitudes toward curriculum change and the subcultural conflict of teacher and student interrelationships and, as well, provides an experience in humanized education. (Author/RK)

Described a program, HEAP, which attempted to humanize and personalize the junior college program for freshmen at Laredo Junior College in Texas. (Author/RK)

A brief description of the University of Florida's Childhood Education Program, which aims to produce teachers who have learned to use themselves effectively as instruments to carry out their educational functions. The research on which the development of the program is based is also reviewed. (HMD)

The author expresses his concern for incorporating the "unity of mankind" perspective into the elementary curriculum, outlines points at which to influence curriculum, and describes attempts to implement, internationally, his perspective on education. (JH)

After distinguishing between what humanizing education is and what it is not, specific steps which can be taken to humanize secondary education are pointed out. (KM)

By acknowledging and taking advantage of the diversity that exists among teachers, children, and parents, school principals can organize educational alternatives ensuring the survival of the public schools. (WM)

Argues that English embraces a broad range of hitherto separated and opposing curricular components such as creative dramatics, media instruction, electives, independent study, and behavioral objectives along with its trational concerns. (RB)

Author points out how children are naturally interested in the future and suggests ways for teachers to encourage this interest. (GB)

The concepts of time-space convergence and human extensibility provide important insights relating the impacts of transportation and communications advances with the human organization of space. This paper explains these concepts and suggests how they may be used for structuring classroom projects. (Author)