Maintains that the discipline of the philosophy of education can make an important contribution to the discipline of Christian religious education, as both are concerned with the dimensions of an integral education. Examines five first principles to show the unity between a Christian philosophy of education and a Christian religious education.…

Offers some idea of what it is like for an outsider to the humanities disciplines to teach such a course. Discusses what made the experience worthwhile and the difficulties and issues of teaching mathematics humanistically. (ASK)

Argues that recreation and leisure studies curricula often fail to provide students with adequate knowledge to understand, critically analyze, and discuss leisure. By studying leisure from a humanist perspective (philosophy, history, and literature), educators can respond to this problem, preparing students to critically respond to challenges they…

Older adults in Sweden lack access to funding for education and training, a gap partly filled by popular education. Study circles, one form of popular education, enable older adults to learn and adapt to the challenges of global society. They promote humanistic rather than economic goals of education. (SK)

Undergraduates in occupational therapy and nursing used narratives about older people to explore stereotypes and new metaphors about aging. The narrative approach led to greater clarity about issues, heightened critical awareness, and recognition of personal stereotypes. (SK)

Article provides an account of the personal evolution from a national leader in the values clarification movement to an active proponent of character education and comprehensive values education. It explores several theoretical and strategic issues in recent history of values and character education, including their relationship to humanistic…

Considers different approaches to items in an administrator's portfolio. Discusses the importance of languages and literature as being the foundation of humanistic study and notes that humanistic training inculcates practices of conversation and argument on the most basic of topics, the nature and the expression, over time, of human existence on…

Addresses how educational theory can overcome the assumptions of the tradition of the philosophy of consciousness. Several answers to the question of who comes "after" the subject are discussed. To move beyond the humanistic tradition of modern thought is to conceive of the subject in terms of responsibility, and the task of theory in terms of…

In this article, the author examines the current arts education policies in the United States through the lens of Matthew Arnold's work and prose during his time as one of Her Majesty's School Inspectors in England and Wales in the nineteenth century. Arnold argued for government funding of public school systems, setting standards of quality for…

In the early years of this century, Frank Aydelotte contributed to higher education by teaching at Indiana University and at Massachusetts Institute of Technology (MIT), and by serving as President of Swarthmore. In 1908, Aydelotte accepted his first major academic position at Indiana University, after completing his education at Oxford, England.…

This book presents four major articles and 10 brief book reviews concerning the liberal arts in higher education. An introduction by the editors, "Liberal Education: Initiating the Conversation," precedes the articles. The articles are: (1) "The Classical Liberal Arts Tradition" (Christopher Flannery and Rae Wineland Newstad); (2) "Modern and…

This publication contains the proceedings of a symposium concerning the liberal education of architects. The papers and addresses included are: "Prefatory Remarks to the Symposium" (S. Grabow); "Keynote Address" (W. McMinn); "Invited Position Papers" (D. Ghirardo; J. Hartray; R. Bliss); "A Liberal Education for Architects" (R. Allen); "On the…

A college teacher explains how she and her students organized and taught humanistic psychology in a humanistic fashion. An evaluation of the course is also provided. (Author/RM)

Author put himself in the place of the student and asked about the things he would try to learn and do. (Author/RK)

Offers a humanistic rationale for the study of Latin and recommends the adoption of modern language teaching methods as better suited than the traditional approach to the realization of humanistic and aesthetic goals. (KM)