Classroom management and discipline are dimensions of teachers' professional competence skills that develop as pedagogical skills first, then control skills, finally humanistic skills. Suggestions from three authors to help teachers reach the level of humanistic discipline are offered. (MLF)

Focuses on the need for multimeasures of self-concept and self perceptions. Recommends the use of specific measures for academic self-concept, attitudes toward school, and attitudes toward specific subjects. (JAC)

Past emphasis in the definitions and goals of environmental education has been on information, motivation and skills. The author contends there is a further need in modern society to which environmental education should address itself and advocates the exploration of humanism in people and their institutions as a fundamental goal. (BT)

Described is a method of humanizing evaluation procedures by applying both traditional grading procedures and standards of performance based teacher education programs. (GW)

Author states that modern education has provided students with an adequate ability to solve given problems and implement solutions, but has overlooked the importance of problem-finding, a skill which involves defining purpose, setting personal objectives, and exploring interests. (RW)

The author discusses his belief that education of the group toward humane and considerate behavior is as much a part of the responsibility of the teacher as is the education of the individual. Examples are given of children's herd reaction and their stereotyping of individuals. (MS)

The current interest in values and social conventions stems mainly from an uneasy feeling about people whose behavior fails to live up to the social conventions that are upheld in society. Many people are calling for values and social conventions to be reasserted and education is expected to make an important contribution to this process.…

Cognitive and affective characteristics of a successful mainstreaming teacher are reported from a sample of administrators, regular classroom teachers, and special educators. Among the characteristics noted are love for children and a concern for their needs, positive attitudes toward and knowledge of special education and mainstreaming. (CL)

Giving the historical background of leisure time use and education, the author sketches a leisure education plan for the public school curriculum. The object is to teach people to engage in leisure as an enriching and ennobling experience. (SK)

Presents case in favor of the teaching of foreign languages at all educational levels based on humanistic concerns. Calls for creation of language-centered liberal arts program to be installed in schools and colleges. (BK)

Argues that the issue of literacy goes beyond the acquisition of basic skills and examines the principles of classical humanism as a source for a definition of literacy. Proposes emphases on cultural literacy, social and moral questions, and genuine community as components of humanistic education. (DMM)

Traces the development of secular humanism in education and calls for educators to present their students with a "real" picture of the world, including the values upon which the Unites States was founded. (FL)

The art of teaching inspired by the phenomenological attitude is not a power of imposition allowing the illusion of autonomy, but an attitude of unfolding the actualizing forces of the human person. This is why the educational and teaching function should be rooted in a relationship of dialogue. (Author)

A definition of the humanities is provided: centrality of concern on human beings, attention to the individual rather than the group, awareness of the ways in which we know, concern for moral values, the obligation to carry knowledge beyond description, and capacity to communicate. (MLW)

Describes the various approaches that science education has taken since the end of World War II. Discusses major emphases of several curriculum packages, the effects of learning theory on science curriculum, the humanistic movement, and the place of factual information in science education. (CS)