Presents a visionary reform agenda for American education, stressing the importance of helping students develop the moral, affective, and emotional aspects of life along with the cognitive and technical. (DMM)

Looks at the problems that can arise when writing is taught as a process, independent of subject matter. Shows how comedy can be used as an organizational theme for composition classes to give students experience in the recognition, analysis, creation, and expansion of ideas. (DMM)

The myth that genius never shows up in individuals past early adult life results in the dismissal of all who are not geniuses and the view that their activity contributes nothing. If genius needs goading, it needs also patience, tenderness and reassurance in the educational system. (MT)

The Personal Orientation Inventory was administered to an experimental group and a control group, each composed of five female occupational therapy students, before and after their six-week psychosocial fieldwork experience. The experimental group also received formal affective training sessions, which, results showed, produced greater positive…

Educators ought to show more interest in areas of human life and experience that have been traditionally neglected--the roots and consequences of the misery, pain, and suffering in the world. How Schopenhauer's writings in this area can help clarify thinking about the nature and purpose of education is discussed. (RM)

Three clusters of values are presented. Although not an inclusive description of U.S. values, they do capture significant influences. Second, using these clusters as a backdrop, four current philosophies categorized by Elias and Merriam are discussed, two that are not mainstream values and two that reflect American values. (Author)

Described is a method of writing which could be used in curriculum guides when an emphasis on affective outcomes is desired. (RM)

Described is a unit that is an example of how a traditional subject in Canadian history, the Rebellions of 1837, can meet the social and emotional needs, as well as the intellectual needs, of students. In the unit, adolescent students are compared to "adolescent Canada" of the 1830s. (RM)

Twelve case study incidents with young children are presented with the responses illicited from workshop participants in order to illustrate that for a humane teacher there are not right answers but many possible alternatives. (MS)

Suggests that structuralist arguments in the teaching of English question the ideology that has traditionally informed the study of literature--the very idea that such a study is a "humane" activity. (HOD)

Describes how several areas of humanistic psychology can be applied to college level chemistry in particular and teaching in general, focusing on confluent education in chemistry and neurolinguistic programing (including representational systems, anchoring, and neurolinguistic programing strategies). Comments on the author's participation in the…

Draws an analogy between preparing students for a work world and for a moral world. Education should nurture the talent, culture, and virtue of students with the understanding that legitimate, conditional tests of these attributes exist in the external world. (KC)

A comprehensive and continuous emphasis on the promotion of education for peace and international understanding has been apparent in Finland in recent years. Finnish adult education has been informed and reformed by the introduction of principles of international education. (SK)

The criteria of practical benefit and objectivity applied to the humanities cannot keep them from their rightful place alongside mathematics and sciences as a worthwhile endeavor. These criteria are misleading. The humanities forge a sense of beauty, compassion, honor, humor, and shape love, friendship, and enmity. (MSE)

An interview with psychologist-educator Robert Valett focuses on his interests in the thinking patterns of children, his Developmental Survey of Basic Learning Abilities, and his involvement in humanistic education. (CL)