Three groups of contemporary advocates of the humanities in higher education are compared: traditionalists who argue for the implicit worth of the humanities, pragmatists who see them as having real use-value in terms of contemporary social issues, and radicals who see them as a force for social change. (MSE)

A cross-cultural, international perspective on art in education constitutes a humanistic activity that must allow for recognition of human commonalities and at the same time a respect for human differences. (RM)

Presents a set of arguments defending a humanist model of reading as opposed to students responding as individuals to literary works. (CRH)

In personalized physical education, the child becomes the focus, movement becomes the content for learning, and the teacher becomes the learning manager, inviter, facilitator, and guide. Teachers use humanistic, encouraging strategies that invite children to participate and build their self-concepts. (PP)

Presented is a description of an undergraduate environmental education course which includes, interaction between material environment, social environment, and internal environment (i.e. emotional concerns). (SL)

Individual autonomy and responsibility to society through declared goals of education can be realized only when teachers provide a learning environment in which pupils are encouraged to make autonomous judgments in an environment of cooperative relationships. (JD)

Discusses the new role schools should perform in developing the new cultural consciousness necessary to meet the changing social needs of individuals in the face of more rapid population multiplication. (JT)

Presents 18 curriculum units in various subject areas which center upon education with a global perspective. Activities for each topic are described and objectives, are specified. Teacher and student feedback is solicited and a form for reviewing the materials is included. (Author/DB)

Discusses the education of today's child to live in the world of the future and some areas that need attention, such as coping skills, cognitive skills, affective education, acquisition of a fortune-focused role image, emphases on humaneness, and working with parents. (MS)

This book offers a broad, comprehensive introduction to curriculum theory and practice. The sixth edition highlights major philosophies and principles while also examining the conflicting conceptions of curriculum. Readers will find a balanced analysis of humanistic, social reconstructionist, technological, and academic perspectives. This will…

This paper describes three studies designed to determine whether beginning and completing teacher candidates reflected on their teaching experiences, in what categories they reflected, and how prompts affected their reflections. The research also noted whether teacher candidates' credential programs; modalities (Web site, e-mail, and paper…

The practice of fostering transformative learning was reviewed from an empirical perspective. In the literature, much support was found for Mezirow's ideals for promoting rational discourse and critical reflection, two of the three interrelated components he identified as central to the process of fostering transformational learning. Other factors…

In a variety of unnoticed ways, the hidden curriculum pervades teacher/student relationships and frustrates the goal of humanistic education. (Author)

Urges community college faculty to encourage student to reflect critically upon their beliefs and values. Analyzes the fallacies of a content-based approach which doesn't include critical reflection. Advocates commitment to critical thinking skills as reflected in hiring and training policies and exchange-based rather than lecture-based teaching…