The Science of Creative Intelligence (SCI) is presented as a theoretical model for the promotion of more complete development of the individual. SCI's applied aspect, the Transcendental Meditation program, is discussed in terms of research data and its application to the developmental concepts of readiness, intensity of challenge, and identity.…

Discusses the differences and similarities between Dabrowski's theory of positive disintegration and the theories of the American humanistic psychologists. Stresses the suffering associated with attaining higher levels of spiritual development. Suggests that Dabrowski and humanists followed different theodicies. (Author/ABL)

Describes a counseling technique in which a game similar to Trivial Pursuit is used to aid adolescents in discovering themselves, in facilitating their sense of self-continuity, and in helping them gain a positive direction toward an integrated adult life. (Author/ABB)

Australian adult literacy programs feature the use of volunteer tutors, emphasis on personal growth, and fostering of self-esteem. (SK)

Discusses the educational philosophy of John Dewey and suggests that he has more to contribute to the concept of lifelong education than might be supposed and that he ought to be afforded a more prominent place in lifelong education. (JOW)

Discusses the characteristics of an age of technology, characteristics of the technology for guidance, and what "new" means in this context. (JOW)

For over 30 years, Morris Dees and his colleagues at the Southern Poverty Law Center (SPLC) have worked to combat domestic fear and hate through litigation and education. In a 1998 interview, Dees shared his beliefs about how individuals and groups can make a positive difference, as well as the role history plays in identifying heroes. This paper…

When viewed with a little detachment, public education, especially compulsory education, can be seen to be preposterous and radically out of keeping with the notions of human rights and the sanctity of the individual. (Editor/CL)

The relationship between learning, development and ability factors is considered. (ST)

The relationships between character assessment and moral assessment are discussed, showing that the one need not involve the other, and sources of confusion about this relationship are uncovered. (Editor/CB)

This article attempts to synthesize our understandings of the cognitive and affective into a more complete approach to the child at home or in the school. (MM)