Addresses four questions: How do we define "gifted"? What are the human capacities of gifted children that we should help to develop? What is the responsibility of the gifted to society? How can we best help these children both to develop their human capacities and to fulfill their social responsibility? (Author/IRT)

Discusses the importance of teaching young people, using both the affective and cognitive areas of experience, to become well-rounded, humane members of society. (RB)

Analyzes and considers two problems in Bertrand Russell's account of growth. Examines the principles of freedom and reverence which Russell believed best enhanced free growth. Shows that, while Russell's theory of growth is imprecise compared to those of Dewey and Whitehead, it incorporates a humanistic conception of the individual. (DAB)

Discusses the difference between sentimentality and compassion and provides various literary excerpts, drawings, photographs, and a list of additional resources that can be used in the classroom to develop compassion among students. (GC)

The effective instructor must design the course in an organized, behavioristic approach, with objectives and clear-cut methods of evaluation. However, the effective instructor must also, within the demands of top quality work, be empathetic, understanding, and interested in the individuality of each student. (Author)

Three contrasting schools of learning theory are briefly described and then related to training methods. The methods are behaviorist, humanistic, and cognitivist. The author concludes with the thought that no one theory is right for all training activity, and if a particular theory works, use it. (CT)

The difficulty in defining the terms "the humanities" and "nontraditional learners," it is suggested, lies in the breadth of the terms. The programs described involve people who have reached an age of legal and social responsibility and who are exploring the best ideas and things humans have produced. (MLW)

Determines if students who participated in a teacher education program that had an integrated human relations component changed toward more openness of belief systems. The data indicate that these students became less dogmatic. It is possible for prospective teachers to change toward more openness of belief systems. (Author)

Responds to a report by the Commission of the Humanities that concluded the humanities need rethinking as much as support, explores the ways that teaching methods have jeopardized humanistic education. (HTH)

An examination of weaknessess in behaviorist and humanist models of education evaluation provides a basis for a structuralist model. This model is grounded in developmental stages, the structure of the child and the curriculum, and the idea of education as a bridge between these structures to assist the development of the child. (JMF)

Human understanding, so different from prediction, manipulation, or explanation, is the origin of our moral sense. It is indispensable to us, and irreplaceable by any scientific method. Therefore, we must defend as best we can the education which refines and embellishes it. (Author/SJL)

The development of effective teaching through the teacher's assumption of various performance roles is discussed. (LH)

Differing points of view on the relative merits of open schools and traditional schools are examined. (JD)

This article discusses an alternative method of teaching literature in a foreign language class using a humanistic approach. (CFM)