The author explores the answers to five questions in order to deal with some of the problems which he feels are confronting teachers of art: inadequate budgets and facilities, overcrowded classrooms, unmotivated and untalented students, uninterested colleagues and unsympathetic parents, and a nonintellectual, low status subject. (KC)

Presents a vision of how a school of running could provide young people with learning experiences encompassing body and mind. The school would have four tracks: running, body work, inner space development, and academic subjects. Sea Pines Resort in South Carolina will be ideal for the kind of education described here. (Author/BEF)

Notes four certainties about the future (the continuing information explosion, the increasing pace of change, the growing primacy of social problems, and the increasing importance of personal fulfillment) and the implications these changes have for education. (IRT)

Describes a successful experimental humanities course during which students and professor investigate "self-reliance in a technological society" through combining theoretical and philosophical academic study with the practical application of purchasing and remodeling an old house. (JD)

Hague's theory of moral-conflict counseling is criticized because of its excessive vagueness. Implicit in Hague's theory is the hypothesis that effective counselors must be at Kohlberg's most principled stages of moral reasoning. Using an empirical test, author concluded that teachers may be unable to use Hague's therapy. (Author)

Discusses some of Janusz Korczak's thoughts and ideas concerning children's rights and rearing. (MP)

An active sense of humor is a vital but often neglected resource in teaching methods as well as in everyday life. (LH)

The author proposes the development of a social sciences/humanities curriculum which addresses the special concerns of gifted high school students and suggests that the curriculum incorporate such elements as values clarification and reflection (based on students' own personal experiences). (PHR)

Reports on a four-year-old, team-taught secondary interdisciplinary program that combined English, social studies, biology, and geometry. The course was organized into three phases: (1) the "Paper Chase," teaching learning skills; (2) "Welcome to the Monkey House," which addressed fundamental human issues; and (3) "Phase Out," or personal…

This study examined the impact of affective education on elementary school underachievers who were referred by their teachers for behavior problems or randomly selected for treatment. The experimental subjects showed a greater increase in reading skills, and were more warmhearted, emotionally stable, venturesome, and vigorous after the group…

Purposes of the group counseling experience are to accept the aging process as a natural consequence of living, to promote understanding that a positive attitude toward aging can increase chances of enjoying later years, to provide members with information about community resources, and to develop a support system. (Author)

Describes objectives and activities of a humane education program to teach kindergarten students to respect animals. Activities include daily manners practice, observation of nature, bringing animals to the classroom, field trips, and organizing a be kind to animals week. For journal availability, see SO 505 454. (Author/DB)

The school must consider questions of self, identity, and awareness. Such a school would demand that administrator-educators consider themselves as individuals not only immersed in change but also active agents whose purpose is to move the society toward more justice, greater openmindedness, actualization, and efficacy. (Author)

Provides general guidelines for shaping a course devoted to the interaction of sciences and humanities, especially for the engineering student. (MLH)

Introduces the humanistic themes to be stressed in this and the following issue of the journal relating to the importance of knowing and caring about one's self and about humanity. Topics discussed include the crisis of habitat, the crisis of being human, student concerns, and humanistic influence in the schools. (Author/DB)