Examined the role of the teacher in developing children's self-concepts as compared with commercial material. Found that the commercial material did not add to the teacher's effectiveness with second-grade pupils. Emphasized the need for materials to be used with children at appropriate times developmentally. (JAC)

Considers a commonly held proposition of humanistic psychologists/educators and argues for its validity: that human beings have an innate striving to be all that they can be. The stress-equilibrium dynamic is also used as a basis for support. Others are encouraged to offer constructive criticism. (JAC)

Describes and evaluates eight valuing strategies for both general values education and environmental values education. Strategies include laissez faire; moral development, inculcation; values analysis; action learning (service learning); confluent education; and behavior modification. (JN)

Viewed from a historical perspective, prayer and bible reading have never been unanimously accepted practices in the public schools of the United States. Advocates of secular humanism are defending both a cultural tradition and the law of the land, as interpreted by the Supreme Court. (PP)

Students in the best universities do not believe in anything, and those universities are doing nothing about it. The great questions--God, freedom, and immortality--hardly touch the young. The universities have no vision, no view of what a human being must know in order to be considered educated. (MLW)

The Beginning Teacher Evaluation Study, using a behavioral approach, sought to identify classroom conditions and activities that foster student learning. A study that focuses on both affective and cognitive variables of the teaching-learning process is also needed. (CJ)

Responding to an article by Donald Vandenberg (Educational Theory, Summer 1980) on the meaning of the phrase "educative experience" in John Dewey's "Democracy in Education," Chambliss says that Vandenberg misunderstands Dewey's conception of both education and experience. Social and educational implications of Dewey's thought…

The recipient of the 1983 Humanist of the Year Award discusses the need to integrate sexuality into the whole of life. To deal effectively with problems in our personal lives, in the classroom, and at the national and international levels, we must continue to study human conduct and interaction. (RM)

As the year 2000 approaches, sport should not be considered an activity engaged in by specialists and passively observed by the majority. It should be a fulfilling part of each individual's leisure time. A new set of ethics for sport and leisure based on humanistic values is proposed. (PP)

Using William Blake's work, discusses the element of the ideal in the development of contemporary adolescents. Discusses a model of constructive change in which explicit future outcomes are used as a starting point to construct new skills needed for change. Describes a monitoring system to measure progress. (RC)

This study replicates and extends previous research on skill domains by focusing exclusively on education in the allied health professions. Barriers to the achievement of affective educational goals are identified. (CT)

Suggests that a general liberal education is a basis for developing more capable, far-seeing, and wiser leaders in business and elsewhere. (AEA)

Analyzed 78 teachers' perceptions of their skills, knowledge, and attitudes about fostering students' emotional growth. Teachers rated themselves moderately skilled on most skill items and reported frequent use of skills designed to increase students' problem solving ability and self esteem. Results indicated much less curriculum use of affective…

The Philosophy of Education Society has formulated guidelines for evaluating teacher education programs in terms of the: (1) qualifications of teachers of philosophy of education; (2) philosophical component of humanistic requirements for teacher certification; and (3) humanistic component of graduate programs. (JN)

"On the Level," a classroom video series developed for 14- to 17-year-olds, is being broadcast by many public television stations. The series was designed to promote personal and social growth among adolescents. Suggestions given for the effective use of the series by teachers include: (1) selecting appropriate questions and activities; and (2)…