In order to challenge educators interested in building a more humane future, the author makes five "outrageous" statements. He comments on doomsday talk, self-alienation, violence, apathy, and the educator's role in peace education. An address to write to for information on peace education workshops is provided. (Author/RM)

The role played by images in the course of human development is considered in this article; personal growth is defined at three different levels of imagery: the producer/consumer image, the humanistic, and the transpersonal. (JD)

Skilled teachers need to structure the instructional process for learning disabled students so that it builds confidence, reduces anxiety, encourages autonomy, and instills a sense of the delight of learning. (Author/DB)

Prevention of behavior problems among gifted students is considered in terms of typical behavior problems of the gifted, teacher behavior and classroom climate, and the importance of affective education. Teacher behaviors which structure the classroom for success are listed as are characteristics which encourage underachievement. (DB)

Student discipline is an important factor in school climate research. Teachers' attitudes toward discipline are significant aspects of the organizational life of a school. More humanistic views toward discipline would have a positive effect on climate, but any change from the traditional custodial-authoritarian views is generally resisted. (VM)

The author argues that findings of research in humanistic education should be treated as a vital element in teacher education. Humanistic educational practices in which high levels of empathy, congruence, and positive self regard are present will most certainly reduce, if not alleviate, many of the major problems facing education. (MT)

Provides a conceptual analysis of the motivation of virtuous behavior. Suggests educational practices which will aid in the development of kind, sincere, just, reliable, and helpful people. (JDH)

Outlines major features of humanistic perspective in sociology. States that what is methodologically and/or epistemologically central to the humanist perspective is a critique of excesses of positivism and advocacy of utilization of philosophy and other humanities as sources of information or data in investigation of social reality. Provides…

Presents descriptions (syllabi, outlines, goals) of selected environmental studies courses which approach the discipline from an historical and humanistic perspective. Areas explored in the courses include human ecology, American environmental history, environmental politics, and others. (JN)

D. B. Gowin's theory is used to provide a model for linking literature and philosophy to educate in such a way as to teach about values. Literature is given a philosophical context, philosophical ideas are given an experiential basis, and discussions of values are given the foundation of a theory of educating. (Author/ABB)

A curriculum design that focuses on the human sciences, the disciplines that concern themselves with the social and individual activities that are distinctively human, would be a better approach than the current separation of the humanities and social sciences. (MSE)

The twentieth century's reinterpretation of knowledge has important implications for the structure of education generally and, in particular, for the humanities and the way humanists teach. Humanistic studies teaching human tradition, community, and solidarity will contribute greatly to undergraduate, graduate, and professional education. (MSE)

Focuses on the structure as opposed to the content of moral judgment and discusses gender differences in moral reasoning. Contrasts Kohlberg's and Gilligan's theoretical positions on moral development and facilitates the ability of the secondary school counselor to identify the counselor's and client's context and level of moral development. (JAC)

Advocates teaching humanistic elements such as parents' history, individual uniqueness, potentiality, awareness, learning, new experiences, communication, and truth in discovery. (BJD)

Criticizes the conclusions of the National Commission on Excellence in Education report, with its emphasis on "basic" skills. Humanists believe that children possess insatiable curiosity and have an inner sense of direction. It is imagination, initiative, and idiosyncracy which should be encouraged, not passive memorizing of facts. (CS)