This teachers guide provides teaching suggestions before viewing, a synopsis, and topics for further exploration. The horrors of the Holocust are surveyed and compared to other episodes of violence, past and present. (STS)

Problems of "humanity in science" are discussed through the historical circumstances in which they arose and by examining the changing nature of the social contract between the scientific profession and society. (Author/SL)

In order to educate the whole person, concerted and cooperative effort on the part of science and humanities teachers is necessary to overcome the artificial distinction between various branches of learning. (MJB)

Black studies programs might become a more viable and encompassing discipline if these programs were abandoned in favor of an Ethnic Studies Program. (Author/JP)

Basic assumptions were laid out for developing a humanizing curriculum and competencies needed by those who are in decision-making positions to insure the selection and/or development of such humanizing curricula were identified. (Author/RK)

Examines the place of multicultural education in the current educational scene and how it can solve the problems in education that society as a whole has been unable to solve. (RK)

Discusses ACEI's four facets of humane education: assuring children's physical growth, fostering a good self image, creating caring relationships, and valuing a world of diversity and change. Also, expectations for adults involved in education are listed. (JB)

Describes a way to enhance personal growth and meet humanistic goals through writing. (KS)

Identifies links between Ernest Boyer's and Isocrates's educational philosophies. Describes a freshman composition class adopting Isocrates's emphases on the use of language to craft ideas, social issues, and citizenship. Argues that the re-creation of Isocrates's model necessitates that current political/academic demands for cultural literacy and…

Reviews the arguments of Matthew Arnold, F. R. Leavis, and Louise Rosenblatt for making literature a mainstay of education. Defends the moral and educational value of literature in both its aesthetic and testimonial aspects. (DMM)

Notes the tendency to exclude genocide from the school curriculum and argues that what schools do not teach is just as important as what they do. States that knowledge alone may not halt genocidal acts but contends that learning about genocide is a significant first step in combatting its practice. (Author/GEA)

Argues for a more humanistic definition of genocide; one that includes the intentional murder of a group of human beings on the basis of any shared identity. Identifies the Holocaust as the world's major genocidal event but urges recognition of the Armenian, Cambodian, and similar tragedies. Proposes an early-warning organization to monitor and…

Affective, social, emotional, and psychological dimensions of individual and societal development are crucial to the education of the whole child. This paper suggests alternative proposals for educational programming to achieve a better balance between vocational and technological emphases and humane and interpersonal skill development in schools.…

Based upon the teaching of Mari Sandoz' allegorical novel, CAPITAL CITY, this article identifies the characteristics of novels which provide a sociologically useful humanist perspective. A key characteristic is the extent to which the novel conducts thought experiments, defined as cerebral exercises which explore alternative social futures based…