Outlines some of the characteristics of humanistic objectives for education; e.g. humanist objectives are largely holistic, are concerned with affective aspects of learning that determine the expression of information in action; and are directed to the qualities that make us human. (Author/JM)

Urges science teachers to consider the affective domain and to seek affective goals in teaching environmental topics. Suggests that biology and other science courses should adopt, as much as possible, the concepts of environmental education. (JR)

Classroom techniques and material usage can change student attitudes and the concept that American society, and American schools as a microcosm of that society have become one in which to be real, to extend oneself for others is the exception, not the rule. (JB)

Student answers about lying revealed that too many young people live in a world which encourages dishonesty, by failure to structure a social environment which eliminates the need to lie. Students expressed the need for learning to live moral lives; responsibility for making this possible may rest on the schools. (Author/JB)

The black American scholar should expose psychological scientism and develop new criteria appropriate to the conduct of scientific inquiry among black Americans. (Author)

Seven qualitative factors discussed as key possibilities for those crucial variables that shape and determine a school's effectiveness. The factors are (1) objectives, (2) impact of arrangement of resources and activities in learning outcomes, (3) impact of expectations on learning outcomes, (4) impact of interaction patterns on learning outcomes,…

Describes redesigning of a genetics course on the basis of Pella's referents, Banathy's system, and Bloom's taxonomy in effort to evaluate affectively behavioral changes among reference groups of science and nonscience majors, in addition to genetics students. Indicates preference of learning environment to course content in results analysis. (CC)

Purpose of this survey was to assess the attitudes of pupils in grades three through eight toward the Study of People and Social Development Programs in which they were participating. (Authors)

Discusses four non-vocational trends in agricultural education and six arguments favoring inclusion of agricultural education as part of the general education program. (SB)

The issues involved in the incorporation of values or value processes into the social studies classroom are abundant and complex. The purpose of this article is to examine issues and alternatives. (Author/JB)

The author discusses cognition and affect as two aspects of the whole child" concept, describes positive and negative items relating to the home environment and parent behavior, suggests implications for school programs to encourage success, and redefines accountability in terms of the child's total self-concept. (SP)