Argues that the adoption of the bureaucratic structure, with its concomitant values, has proven to be incompatible with both intellectual and human development, that a learning environment that promotes simultaneously both intellectual development and humanism must be created, and new forms of organizational structure to achieve goals currently…

Author believes that most of our schools' current drug programs are ineffective because they deal with the facts (pharmacology and toxology) of drug abuse rather than with the values which surround a person's decision to use or to avoid drugs. (Editor)

The classroom teacher, regardless of the teaching area, can utilize debate as a device to help the student achieve objectives such as critical thinking, problem solving, the enhancing of self-concept and the art of communicating. (Author/CB)

Children were shown television sequences depicting black and white children teaching" concepts, to test whether concepts would be learned and whether social preferences would change; the children learned the concepts but preferred companions of their own color both before and after viewing. (SP)

A review of Classroom Teaching and Learning: A Mental Health Approach," by Laurel N. Tanner and Henry Clay Lindgren. (MB)

Examines some of the failings of educational television and discusses the Television Guidelines for Early Childhood Education, which suggest directions for furure development. (MM)

Several suggestions to provide for follow-on training, enrichment, or remedy which will extend or reinforce what is learned in the classroom, seminar or workshop. (RB)

A brief description of the rationale, materials and outcomes of the Environmental Studies (ES) curriculum. (CP)

Examines the systematic use of poetry in the school counseling setting. Discusses the use of poetry for the affective aspects of counseling including identity development and as part of the helping and healing process. Concludes with cautions on the use of poetry. (RC)

Teachers, as well as students, have difficulty distinguishing between cognitive and affective responses. In order for students to learn to identify their emotions, teachers need to learn to ask the right questions and use the right vocabulary. Suggestions for teachers are given. (IS)

Based on the belief that affective education cannot be left to an informal process of "warm fuzzies," the system described here is a structured instructional program with specific affective objectives and a scale for monitoring achievement. (Author/JM)

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)

An achievement training program based on observation of personal characteristics of high achievers is described; responsibility for performance is borne by the participant/student. (JMF)

A program title and an advance organizer were used in presenting affective television materials to large college-level classes of beginning v advanced chemistry. Results showed that the advance organizer significantly increased student comprehension but had negative affective consequences. Students' perceptions of the material's value and…

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)