Much attention has been given to the imbalance between thinking and feelings in the educative process. Human teaching calls for merging the cognitive and affective processes into one confluent learning experience. Language learning is viewed primarily as a means for affective reflective communication. Personal growth merges with language…

The "Language from Within" program is a collation of Gestalt strategies based on the principles of confluent education and adapted for use in the foreign language classroom. The underlying principles of confluent education are: awareness of feelings as the source of personal meaning (subject matter is learned only when the student sees…

This booklet is prepared to help teachers from different disciplines to set goals and to design teaching/learning experiences that span two or more disciplines. Interdisciplinary studies provide students with opportunities and skills to synthesize seemingly disparate facts or events for greater understanding of human concerns. Three specific goals…

Rapid changes in technology and society make it more difficult to prepare students for satisfying and productive lives in tomorrow's unpredictable world. Major dimensions of a future living education are discussed: thinking, feeling, communication-expressing, relating, growing, believing, and knowing. (Author/RM)

In response to increasing requests for funding of parenting education programs, The Pew Charitable Trusts funded a study to examine parenting education in the United States. This resulting report provides a general overview and highlights the "peaks and valleys, risks and opportunities" of the parenting education field. Chapter 1 of the…

Discusses physical exercise as an intervention strategy for counselors and teachers to meet many traditional teaching/counseling goals. In five articles explores the effects of running and jogging on health and well being, offers guidelines for exercise regimens and health education for children, and discusses an active life-style. (JAC)

GENTRAIN is a modular program for interdisciplinary humanities instruction. The authors recount the development of the program from creating their own textbooks, arranging teaching teams, organizing the vast amount of available material, deciding on class format, to discovering a group of enthusiastic supporters among the community's senior…

Provides a series of guidelines for overcoming resistance and problems with cooperative projects in an introductory sociology course. These include coordinating common interests and common free time between team members, requiring allocation of various roles (presider, scribe, coordinator), and ongoing monitoring of the research teams. (MJP)

Argues that social studies classrooms should provide a safe environment for both young women and men to practice managing social conflict. Maintains that feminist approaches to citizenship education can inform discussions examining the complex problems and power relationships that make up society. (MJP)

Suggests a reorientation within science in terms of morals, ethics, and higher values. Argues that science and science-education should encourage a deep-based relation to, and respect for, the object of study as part of a larger orientation to life. Recommends unification between objective and scientific fact. (MJP)

Gifted children and youth must be sensitized to the major problems faced by world societies, including poverty, famine, nuclear annihilation, and quality of life. Education for peace, attention to the moral and ethical dimensions of school subjects, futures education, problem-solving, and networking with gifted children in other nations are…

Urges a reframing of the social sciences curriculum in terms of the socioeconomic interests of the disadvantaged. Proposes a curriculum specifically designed to expose the ideological and political advantages enjoyed by the dominant culture. Includes specific activities to promote empowerment among the disadvantaged. (MJP)

Contends that a challenge of teaching humanistic geography is to encourage students' responses to landscapes in ways that may be different from their previous experience. Argues that conventional practices may not be appropriate instructional procedure in humanistic geography and describes an alternative approach. (CFR)

A Soviet journalist interviews Dmitrii Kabalevskii, a renowned Soviet composer and educator concerning Kabalevskii's efforts to introduce a new music curriculum during the 1970s. Kabalevskii stresses building on students' experiences with music and encouraging creativity rather than formalistic training. Recounts the struggle against governmental…

Offers excerpts from Shalva Amonashvili's 1983 teaching guide, "Hello Children." Includes chapters on Amonashvili's analysis of Day No. 122 in the school year and reflections on the last day. The guide is based on Amonashvili's experiences teaching six-year olds that incorporated his love for children and humanistic teaching methods. (CH)