Four goals for a humanistic approach to athletics are: (1) elevating perception of students' physical abilities to improve self-esteem; (2) encouraging self-actualization; (3) contributing to self-understanding; and (4) improving interpersonal relationships. Implications of these objectives for team management, competition, and the attitudes of…

Focuses on curriculum intervention, the adaptation of an educational model of delivering counseling services within a prevention model. The counselor's role includes program selection and introduction, consultation, modeling, parental guidance, and program assessment. Counselors can use psychological education to assist educators in promoting…

The report of the National Commission on Excellence in Education, "A Nation at Risk: The Imperative for Educational Reform," is criticized for overemphasizing human resource needs and economic utility at the expense of intellectual, moral, and spiritual learnings. Other perspectives on reform in the schools and in teacher education are…

An alternative is presented to counter current radical arguments that the schools cannot bring about social change because they are instruments of capitalism. The works of Samuel Bowles, Herbert Gintis, and Louis Althusser are discussed. Henry Giroux's "Ideology, Culture and the Process of Schooling" provides an alternative to cynicism.…

John Dewey's doctrine that education is a process of continuing growth is analyzed and critiqued. Dewey's principles of interaction and continuity and his commitment to scientific problem-solving and democratic values are discussed. Inconsistencies in Dewey's thought are pointed out. (PP)

Johann Wolfgang von Goethe's views on children, adults, and nature complement and redeem the one-sided attitude of our present-day habits of thought. Goethe's writings about natural history and the relationship between the individual and society illustrate how teaching can be less a branch of technology than an art. (PP)

Argues that tracking students serves the economic imperatives of American society while subverting the values of English teachers. (JL)

In this essay, William Hazlitt (1778-1830) deplores the effects of the classical education of his time on students who memorized without understanding and on teachers who tended toward pedantry. Interchange editors noted that "many of his criticisms of scholars and schooling have a contemporary ring...." (PP)

Discusses the variables related to punishment and describes alternative forms of discipline. Suggests the need for parent education programs to teach positive strategies for discipline problems in the school and home. (JAC)

The field of teacher education is in need of a problematic approach which would emphasize a more humanistic and less technological stance. Illustrations are given as to how such an approach could be applied in two different realms of teacher education: (1) mathematics education; and (2) field experiences for student teachers. (PP)

Describes operation model incorporating paraprofessionals into junior high school counseling services (University of New Hampshire-Portsmouth Teacher Corps Project). Includes selection, training, and tasks of counselor-tutor. Presentation of case notes from counselor-tutor journal illustrates activities and value of counselor-tutors. (NRB)

Trained in affective methods, teachers in Philadelphia (Pennsylvania) are helping students raise reading scores, improve comprehension, and feel good about learning. (Author/JM)

This photo-essay describes a Waldorf School. Developed by Austrian Rudolf Steiner, the Waldorf plan is dedicated to allowing the child a childlike environment. It emphasizes storytelling, creative dramatics, flexibility, improvisation, crafts, and movement. (SJL)

A study determined that an interdisciplinary social studies and science methods course favorably influences the curriculum constructs of elementary teacher education students when it is designed for deep personal meaning rather than surface skill acquisition. (JN)

This article briefly describes Live Oak School, a nongraded, parent-run alternative for ages 4-13, whose main concern is providing a positive and supportive learning environment. Its affective objectives for learners and teachers in the areas of self-concept, responsibility, and positive social interaction are outlined. (SJL)