The child's contribution to the reading experience, that is, his personal involvement, is discussed in relation to the responsibility of the reading teacher. (DB)

Victor E. Frankl's theories concerning suffering and the meaning of life are discussed. There are many educational applications of Frankl's theories, which involve shock, apathy, refusal to make decisions, denial of wants and needs, and loss of identity. (CJ)

Addresses Outward Bound's redirection and rededication of service by taking a closer look at Hahn's philosophy of service and the models provided by various service-learning programs outside of Outward Bound. Examples which highlight major issues involved are Outward Bound Living/Learning Term and Tucker Foundation at Dartmouth College. (ERB)

An author of books for young adults traces his experiences from a beginning teacher going through several changes in jobs to his emergence as a writer. Discusses the ways in which those experiences have shaped his works. (FL)

Current conditions of rapid social and technological change require adjustments on the part of individuals. Home economists, having developed practical solutions to human problems and having focused on human development and values, are in a position to work as change agents in the process of productivity improvement and social adjustment. (SK)

Definitions of introversion and various suggested school practices are provided in the hope that these valuable members of society can "become what they are capable of becoming." Well-meaning teachers and parents try to mold these youths into socially outgoing individuals without understanding their deep-seated feelings and motivations.…

Suggests that the notion of ego development provides the educator with a conceptual framework for viewing the affective and cognitive domains as they exist in the wholeness of the real world. Compares theories of Loevinger, Piaget, and Kohlberg. Concludes that it is impossible to speak objectively about "truth." (Author/BRR)

Since humans change from the inside, it is more valuable for administrators to try to change themselves than to prescribe staff development for others. Principals can cooperate in self-development programs by participating in principals' centers being established around the country. (PGD)

The development of intention to communicate among infants is discussed. In addition, the construct of intention is examined and a model describing the development of intention is proposed. The model is used to describe both the development of intentional behavior and communication as an intentional behavior. (Author/RH)

The process presented interrelates a positive, systematic plan for evaluation of nursing faculty with an individualized program of personal and professional development. This process makes use of self-, peer, student, and administrative input. (Editor/CT)

The author presents a critique of twentieth-century behaviorism and humanism as educational theories. He argues that the techniques of both lead to unwarranted intervention in individual lives and ceaseless human engineering. (SK)

Testimony shows that in schools divided into equal teams under programs properly administered the pupil promptly finds something outside himself to be loyal to and to work for--all prizes and trophies go to the House. Older members coach younger so younger look to older for leadership--a neglected mechanism for perpetuating civilization.…

Adult education, and in particular the study of English, can have a therapeutic effect on prisoners, both by broadening narrowed horizons and by providing a context in which students can recognize and discuss their own problems. (Author/SK)

A model for group training of foster parents focuses on self-directed learning and mutual support to overcome feelings of powerlessness and isolation. (Author/RH)